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

This study examines how in-service English as a Foreign Language (EFL) teachers in Chileevaluate their own Language Assessment Literacy (LAL) and how these self-assessmentsalign with national teaching standards. Using a mixed-methods design, survey data from220 teachers and interviews with a subsample of 10 revealed strong confidence intraditional assessment practices but challenges with sociocultural, adaptive, and alternativeassessment approaches. Teachers reported limited formal training and institutionalconstraints as key barriers. Findings highlight the need for both targeted professionaldevelopment and systemic support. Implications for teacher education, policy, andclassroom-based assessment are discussed.