Demystifying Iranian EFL teachers’ perceptions and practices of learning-oriented assessment (LOA): challenges and prospects in focus

Abstract As a growing approach to assessment, learning-oriented assessment (LOA) has recently flourished position learning at the center of practices. It aims unify teaching, and learning. However, little is written known about its benefits, challenges, practices in English as foreign language (EFL) contexts. To shed light on these aspects, present study was bid unpack Iranian EFL teachers’ perceptions professional activities that facilitate LOA understanding practice. this end, 40 teachers including both genders were invited semi-structured interview held person. The results thematic analysis obtained by MAXQDA revealed had different regarding LOA. They argued process-based, feedback-oriented, formative, alternative technique foregrounds feedback progress rather than final outcome. Furthermore, it identified can be practiced using performance dynamic peer self-assessment, portfolio assessment. Likewise, demonstrated beneficial enhancing classroom interaction, collaboration, engagement, integrating learning, monitoring students’ progress. time budget, large classes, lack knowledge training perceived challenges for applying found supported use courses, reading articles books, attending assessment-related workshops, webinars, seminars, conferences improve skills. provides implications trainers, who techniques/practices representative