Developing Language Assessment Literacy of Teachers: needs, effective factors, and constraints

In recent years, developing language assessment literacy (LAL) has become crucial for teachers in enhancing their teaching practices and improving students’ learning outcomes. Empirical research reported that there was a training need formal education professional development programs (Berry et al., 2017; Vogt & Tsagari, 2014). Therefore, this paper reports systematic review of teachers’ development: needs, effective factors, practice constraints. The purpose the is to provide an updated overview empirical on development. I utilized social studies using following steps: forming questions, choosing appropriate search terms strategy, starting literature search, inclusion criteria, determining relevant studies, extracting data (Petticrew Roberts, 2006). limited 12 years’ publications because increase attention teacher’s these years. selected were analyzed content analysis approach. results suggested needed in-service different LAL areas varied according educational context needs countries. also revealed teachers' experience self-reflection be considered should involved collaborative communities. communities provided support give chance share experience. Furthermore, reality constraints recognized as they influenced practices. Finally, implications future directions are discussed.