Assessment literacy of Iranian university instructors: Results from a quantitative study

In this study, we identified the factors constituting Assessment Literacy (AL) among university instructors and examined the ways English Language Instructors (ELIs) and Content Instructors (CIs) differed on AL. A researcher-made, 50-item questionnaire was constructed and administered to both groups: ELIs (N = 155) and CIs (N = 155). IBM SPSS (version 21) was used to analyse the data quantitatively. Results of factor analysis showed that AL included three factors: theoretical dimension of testing, test construction and analysis, and statistical knowledge. Further, results revealed statistically significant differences between ELIs and CIs in AL.