Tahereh Zarei - Department of Language, Islamic Azad University, Shiraz, Iran
Leila Akbarpour - Department of language, Islamic Azad University, Shiraz, Iran

Strong knowledge and skills in educational assessment, which has been equated to assessment literacy, isconsidered the prerequisites for sound assessment practices of student learning (Daniel and King, ۱۹۹۸;Popham, ۲۰۰۶; Stiggins, ۱۹۹۵). This study aimed at investigating the level of assessment literacy of Iranian EFLteachers at three different educational contexts, namely institute, school, and university. The sample included ۹۰EFL teachers teaching in Shiraz, Iran. The instrument used for this research was Classroom AssessmentLiteracy Inventory (CALI) (Mertler, ۲۰۰۳), which included thirty five multiple choice items to measure the levelof assessment literacy. The descriptive analysis of findings revealed that the assessment literacy of universityteachers were at the intermediate level and school teachers and institute teachers were at poor level inaccordance with the average obtained in the study by Plake (۱۹۹۳) and Mertler (۲۰۰۳). The one-way ANOVAanalyses indicated that there was a significant difference among the three groups of teachers in variouseducational contexts.

Assessment, Assessment literacy, Teacher assessment literacy, Educational contexts