Understanding English as a Foreign Language (EFL) Teachers’ Assessment Literacy in the Chilean Context

Abstract

This study examines how in-service English as a Foreign Language (EFL) teachers in Chile evaluate their own Language Assessment Literacy (LAL) and how these self-assessments align with national teaching standards. Using a mixed-methods design, survey data from 220 teachers and interviews with a subsample of 10 revealed strong confidence in traditional assessment practices but challenges with sociocultural, adaptive, and alternative assessment approaches. Teachers reported limited formal training and institutional constraints as key barriers. Findings highlight the need for both targeted professional development and systemic support. Implications for teacher education, policy, and classroom-based assessment are discussed.