Developing collective eyes for Iranian EFL teachers’ computer-assisted language assessment literacy through internet-based collaborative reflection

Formative assessment in K-12 English as a foreign language education: A systematic review

“… Reference Educational setting Regions Research design Sample size Category Finding PE SE Ts Ss Li and Gu (2023) [ 5 ] × Mainland China Action research 5 Literacy By the end of programme, the teachers' knowledge, beliefs and practices related to formative assessment were significantly enhanced. Esfandiari and Arefian (2023) [ 30 ] × Iran Qualitative 4 Literacy Computer-assisted language assessment practices enhanced the quality of formative assessment and assessment for learning; authenticity; and meaningfulness of tasks, administration, scoring and interpretation, among others. Widiastuti et al (2020) [ 16 ] × Indonesia Qualitative 3 Belief Teachers with high CPD participation have stronger beliefs in formative assessment compared with those with low CPD participation.…”

“…Several studies (n = 9) focus on assessment literacy [ 5 , [28] , [29] , [30] , [31] , [32] , [33] , [34] , [35] ]. However, results have confirmed that lower assessment literacy hinders most studies across contexts, including classroom-based formative assessment literacy in China [ 5 ], two teacher scenarios in India [ 34 ], classroom-based writing assessment in Hong Kon [ 32 ], language assessment in Mexic [ 29 ], computer-assisted language assessment literacy in Iran [ 35 ] and teacher-based assessment literacy in South Korea [ 31 ].…”

“…For instance, computer-assisted language teaching has been implemented to progressively measure learners' understanding and performance. Computer-assisted language assessment has been shown to improve formative assessment in evaluating learning because computers streamline the assessment process, conserve time and energy and offer improved accessibility [ 30 ]. Li and Gu [ 5 ] affirmed that teachers’ knowledge and beliefs and practices in formative assessment can be enhanced through professional development programmes.…”

“…Six studies identified contextual factors and challenges affecting the implementation and effectiveness of formative assessment in K-12 EF L education [ 18 , 24 , 28 , 30 , 39 , 41 ]. The following elements were often cited and were closely associated with challenges encountered in formative assessment (see Table 3 ).…”

“…Although the indirect involvement of teachers plays a role in the appropriate execution of formative assessment, other elements such as time management, teacher workload and classroom conditions also impact this process [ 16 ]. In the future, additional programmes can be offered to teachers to improve their formative assessment literacy, as this can subsequently enhance the quality of formative assessment and assessment for learning [ 28 , 30 ].…”