Iranian EFL teachers’ perceptions of assessment for learning regarding monitoring and scaffolding practices as a function of their demographics

Recent trends in formative assessment seek innovations to link assessment, teaching, and learning characterized as assessment for learning. This new assessment stance has rarely been studied in the context of English language teaching. Hence, there is a need for research to shed light on assessment for learning practices. The current study set out to investigate Iranian EFL teachers’ perceptions of two salient elements of assessment for learning namely scaffolding and monitoring practices as a function of their demographic characteristics. The study employed a triangulation mixed methods approach to provide a detailed picture of EFL teachers’ perceptions of assessment for learning practices. To this end, 384 Iranian EFL teachers completed a self-report assessment for learning questionnaire consisting of 28 items on a Likert scale. Likewise, semi-structured interviews and classroom observations were conducted. The qualitative results substantiated those of the questionnaire manifesting that the absolute majority of EFL teachers perceived the use of assessment for learning as beneficial and effective. However, slight discrepancies were found in classroom observations in terms of monitoring practices of assessment for learning. Further, EFL teachers’ perceived monitoring and perceived scaffolding of assessment for learning practices were not significantly different with regard to their years of teaching experience, academic degree, and proficiency levels taught. This study provides insights into the promotion of assessment for learning culture among EFL teachers. It also carries important implications for teacher educators and researchers to explore new avenues to integrate assessment for learning into instruction as a means of enhancing student learning