Examining classroom writing assessment literacy: a focus on in-service EFL teachers in Iran

Abstract Writing assessment literacy (WAL) has received research attention over the past few years. This study aimed at investigating writing knowledge of Iranian English language teachers along with their conceptions and practices based on Crusan et al.’s (Assessing 28:43–56, 2016) in order to have a better understanding current situation predict accommodate for future requirements. The further examining how teachers’ knowledge, conception, practice are influenced by contextual experiential factors. To accomplish this goal, test together an adapted version questionnaire developed al. was distributed among 120 in-service selected convenience sampling. results shown inadequate levels participating teachers. With regard assessment, majority participants valued innovative methods like portfolio self/peer although practice, they rarely used these methods. revealed no impact teaching experience context practice. findings contribute our WAL development provide more accurate picture training needs efficient teacher education courses.