Teachers’ Conceptions and Practices of Language Assessment in Different Contexts: University, School and Institute

Assessment is necessary for modern education and it shows the ability of teachers. Also, it refers to teachers’ theoretical and usable knowledge that how to design good tests, use scores, analyze, explain and report outcomes. Teachers must acquire and understand assessment literacy to assess performance of students more effectively. The purpose of this study was to investigate teachers’ conceptions and practices of language assessment in different contexts: university, school and institute. The data were collected through a questionnaire included ۳۸ items applied in different contexts: university, school and institute, and performed on a sample of ۲۱۱ Iranian EFL teachers. The results showed that teachers of different contexts had variation in their conceptions of assessment and also assessment practices was interpreted differently.