Examining the Assessment Literacy of Teachers of Persian to Speakers of other Languages

Document Type : Research Paper

Authors

1 Department of Persian Language and Literature Education, Farhangian University of Tehran, Iran

2 Department of Foreign Languages; International College; Tehran University of Medical Sciences

10.30479/jtpsol.2025.21944.1707

Abstract

Assessment plays a pivotal role in second language teaching and learning. Consequently, it is essential that the stakeholders involved in instruction, assessment, and evaluation – including teachers, assessment specialists, and researchers – gain and possess adequate knowledge in this domain. Although most instructors teaching Persian to speakers of other languages (TPSOL) undergo pre-service teacher training programs, their performance in test development-related tasks often remains virtually unsatisfactory. This issue may, in part, stem from the conceptual ambiguity surrounding assessment literacy (AL) in language education. This study aims to examine TPSOL teachers’ deficiencies in AL, their perceived needs in this area, and their views on the practical importance of its various components. To this end, the assessment literacy for the language classroom questionnaire (Fulcher, 2012) was administered to 45 TPSOL instructors. The findings revealed that the most frequently identified need among participants was related to scoring the assessment of productive skills (i.e., speaking and writing), while the least prioritized area was knowledge of language testing history. Additionally, a significant relationship was found between the participants’ academic majors and their emphasis on writing test specifications. Specifically, instructors with degrees in Teaching English as a Foreign Language (TEFL), Teaching Persian as a Foreign Language (TPFL, also known as AZFA), Linguistics, and Persian Language and Literature, respectively, attached the greatest importance to this component. The study concludes with further findings and pedagogical implications for teacher education and professional development programs.

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History

  • Receive Date: 28 April 2025
  • Revise Date: 30 June 2025
  • Accept Date: 12 July 2025

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