The Relationship between EFL Teachers’ Assessment Literacy, Their Teaching Experience, and Their Age: A Case of Iranian EFL Teachers

Abstract

In recent decades, issues of assessment design and implementation has gained increased attention in education, (Saad, et al 2013). It is believed that ability in deciding correct, practical, and fair assessment methods are requirements to use information properly in order to support instructional decisions. Teachers are required to be aware of various kinds of information gathered from an extensive series of assessment alternatives and their strengths and weaknesses (Mertler, 2009). The present study, aimed to shed light on the relationship between Iranian EFL teachers' assessment literacy, their teaching experience, and age. To this end, 658 EFL teachers were selected to fill out a researcher made assessment literacy inventory which has gone through the validation and reliability processes. The obtained data were analyzed using SPSS program (version21). The results of data analysis indicated that there is a highly significant positive relationship between Iranian EFL teachers' assessment literacy and teaching experience. There also found a positive relationship between Iranian EFL teachers' assessment literacy and their age.