Understanding EFL teachers’ formative assessment literacy: insights from a mixed-methods study

Abstract Despite the growing recognition of formative assessment (FA) as a crucial link between teaching and learning (Wiliam, 2017), there remains a gap in understanding how factors such as age and teaching experience influence the formative assessment literacy (FAL) of English as a foreign languag...

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Autor principal:	Seyed Mohammad Reza Amirian
Formato:	Artigo
Lenguaje:	Inglês
Publicado:	SpringerOpen 2025-04-01
Colección:	Language Testing in Asia
Materias:	Formative assessment Assessment literacy Formative assessment literacy Mixed-methods approach Teaching experience
Acceso en línea:	https://doi.org/10.1186/s40468-025-00363-y
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