摘要：Understanding and employing useful classroom assessments are crucial to increasestudent achievement (Marzano, 2000). Teachers’ assessment literacy is viewed asa key link in the connection between assessment quality and student achievement.Reflective teaching is a movement in teacher education and crucial kind of thoughtthat enables teachers to be aware of their experiences and analyze their ownpractice (Fatemipour & Hosseingholikhani, 2014). The purpose of the presentstudy, in the first place, is to shed light on the relationship between Iranian EFLteachers’ assessment literacy and their reflective teaching. To this end, 120 EFLteachers were selected randomly to fill out two questionnaires: assessment literacyinventory designed by Zolfaghari and Ashraf (2015), and reflective teachingquestionnaire designed by Behzadpour (2007). The result of the study suggestedthat there is a relationship between EFL teachers’ assessment literacy and theirreflective teaching. Furthermore, it is observed that teachers' assessment literacypredicts their reflective teaching.
关键词：assessment literacy; reflective teaching; teachers; EFL; language institutes
