Teachers’ Assessment Literacy Impact on Learners’ Writing Achievements

Abstract

Classroom assessment may significantly affect learners’ academic achievements. The effect can be either direct or indirect. Inspired by this fact, the current study attempted to investigate teachers’ assessment literacy and its impact on their current assessment practices and learners’ writing outcomes. The Inquiry endeavored to benefit an understanding of the extent to which teachers’ assessment literacy affects their practices and their learners’ outcomes. To this end, the researchers employed teachers’ assessment literacy inventory, and Writing Competence Rating Scale (WCRS) to obtain the data for analysis. Ten EFL instructors and seventy five male junior EFL undergraduate students were involved in this study. The results indicated that teachers’ assessment literacy has a statistically significant impact on learners’ writing achievements and teachers’ assessment awareness leads teaching environments into effective and motivated assessment design. The result suggested that teachers’ assessment awareness be taken into account as initial requirement for every teachers and educators