Second Language Teacher Education: post #703 — TG.ME

💡Newly published article by Negahdari Nia & Dastgoshadeh in International Journal of Educational Research. This study investigated the differences in formative assessment literacy and actual classroom implementation between high- and low-reflective Iranian EFL instructors. Using an extreme-groups comparative design, 60 teachers selected from an initial cohort of 200 educators using the Reflective Teaching Questionnaire. Quantitative analyses revealed that high-reflective teachers demonstrated significantly greater formative assessment literacy compared to their low-reflective counterparts. Furthermore, both self-reported data and independent classroom observations confirmed that the high-reflective group exhibited substantially stronger formative assessment implementation. Ultimately, the findings demonstrate a clear association between reflective teaching and enhanced formative assessment competence, underscoring the importance of continuous reflective practice for strengthening formative assessment in EFL classrooms.