Elevating EFL Teachers' Assessment Literacy: Factors of Influence at Westminster International University in Tashkent

Teacher assessment literacy (AL) has become a central concern in global debates on the quality of HE, yet little is known about AL in Central Asia, where systemic reforms are underway and how in-service English as a Foreign Language (EFL) teachers in Central Asian higher education institutions develop this competence. This research advances international understanding of teacher AL by providing the first systematic investigation of EFL teachers’ assessment literacy at Westminster International University in Tashkent (WIUT), the first international university established in Uzbekistan. Employing a mixed-methods design, an online survey of 34 lecturers was complemented; it was followed by two focus groups with 8 participants, offering both breadth and depth of perspective. The findings reveal that teachers’ AL is shaped by professional experience, peer collaboration, self-reflection, engagement with research, and concerns about course reputation. Teachers appeared to most often evaluate their own literacy through colleague feedback and self-assessment, while also expressing a strong need for sustained, practice-oriented training, particularly in digital assessment. These results contribute new evidence from an underexplored institutional context and advance international understanding of the factors shaping teacher AL, underscoring the broader implication that professional development must be both locally tailored and globally informed. Findings suggest that professional development must integrate digital AL to prepare teachers for AI-mediated education