Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Alderson, J. C., & Wall, D. (1993). Does Washback Exist? Applied Linguistics, 14(2), 115–129.
Arias, C., Maturana, L., & Restrepo, M. (2012). Evaluation in foreign language learning: Towards fair and democratic practices. Lenguaje, 40(1), 99-126.
Ary, D., Jacobs, L. C., Sorensen, C., & Walker (2019). Introduction to research in education (10th ed.). Belmont, CA: Wadsworth.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Bagherzadeh, R., Tajeddin, Z., & Abbasian, G. (2019). Curricular knowledge base of nonnative English language teachers. Teaching English Language, 13(1), 119-146
Bailey, K. M. (1998). Learning about language assessment: dilemmas, decisions, and directions. Boston: Heinle & Heinle.
Bohn, H., & Tsagari, D. (2021). Teacher educators’ conceptions of language assessment literacy in Norway. Journal of Language Teaching and Research, 12(2), 222–233.
Borg, S. (2006). Language teacher research in Europe. Alexandria, VA: TESOL.
Brindley, G. (2001). Language assessment and professional development. In C. Elder, A. Brown, K. Hill, N. Iwashita, T. Lumley, T. McNamara, & K. O’Loughlin (Eds.), Experimenting with uncertainty: Essays in honor of Alan Davies (pp. 126–136). Cambridge: Cambridge University Press.
Brown, G. T. L. (2011). Teachers' conceptions of assessment: Comparing primary and secondary teachers in New Zealand. Assessment Matters, 3(1), 45-70.
Brown, H. D. (2003). Language assessment: principles and classroom practices. White Plains, NY: Pearson Longman. Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.
Brown, H. D. (2004). Language assessment: Principles and classroom practices. Pearson.
Brown, J. D., & Bailey, K. (2008). Language testing courses: What are they in 2007? Language Testing, 25(3), 349- 383.
Butler, Y.G. (2004) What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. TESOL Quarterly, 38(2), 245–78.
Calveric, S. (2010). Elementary teachers' assessment beliefs and practices. Ph.D. Dissertation, Virginia Commonwealth University, Virginia.
Challob, A. I. (2021). The effect of flipped learning on EFL students’ writing performance, autonomy, and motivation. Education and Information Technologies, 3, 1–27.
Creswell, J. W., & Plano Clark, V. (2018). Designing and conducting mixed methods research (3rd ed.). Thousand Oaks, CA: SAGE.
Cumming, A. (2013). Assessing integrated writing tasks: Promises and Perils. Language Assessment Quarterly, 10(1), 1-8.
Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327–347.
De Jong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101–24.
Dornyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press.
Ellis, R. (2005). Principles of instructed second language learning. System, 33(2), 209–24.
Falcão R. (2013). A model for aligning learning outcomes and assessment. 45th EUCEN Conference: Transferring knowledge in a globalised world: a ULL responsibility. University of Geneva, Switzerland. 29-31 May 2013. Retrieved from.
Farhady, H., & Tavassoli, K. (2018). Developing a Language Assessment Knowledge Test for EFL Teachers: A Data-driven Approach. Iranian Journal of Language Teaching Research, 6(3), 79-94.
Firoozi, T. (2019). Iranian EFL teachers' competencies in classroom assessment practice: development, validation, and application of a measure. (Unpublished doctoral dissertation). Chamran Univesrity, Ahvaz, Iran.
Firoozi, T., Razavipour, K., & Ahmadi, A. (2019). The language assessment literacy needs of Iranian EFL teachers with a focus on reformed assessment policies. Language Testing in Asia, 9(1). 1-14.
Fulcher, G. (2012). Assessment literacy for language classroom. Language Assessment Quarterly, 9(2), 113-132.
Fulcher, G., & Davidson, F. (2007). Routledge handbook of language testing. London and New York: Routledge.
Gabril, A. & Plakans, L. (2014). Assembling validity evidence for assessing academic writing: Rater reactions to integrated tasks. Assessing Writing, 21(2), 56-73.
Giraldo, F. (2018). Language assessment literacy: implications for language teachers. Profile: Issues in Teachers' Professional.
Golombek, P.R. & Johnson, K.E. (2021). Recurrent restoring through language teacher narrative inquiry. System, 102.
Heaton, J. B. (1990). Writing English language tests (2nd ed.). Cambridge: Cambridge University Press.
Hill, K. (2017). Language Teacher Assessment Literacy–scoping the territory. Papers in Language Testing and Assessment, 6 (1), 1-17.
Homayoonzadeh, Z. (2019). Examining teacher assessment literacy in practice in Iranian context: Does it differ for instructors and learners? (Unpublished master’s thesis). Shiraz University, Shiraz, Iran.
Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385–402.
Khany, R., Aliakbari, M., Hajizadeh, A. (2018). ELT Teachers' Content and Educational Literacy Threshold (CELT): A Synthetic Approach. Teaching English Language, 12(1), 173-198.
Khazaie, S., & Jalilifar, A. (2015). Exploring the role of mobile games in a blended module of L2 vocabulary learning. Teaching English Language, 9(1), 61-91.
Kim, S., & Elder, C. (2008). Target language use in foreign language classrooms: practices and perceptions of native speaker teachers. Language, Culture and Curriculum, 21(2), 167–85.
Krashen, S. D. (1985). The Input Hypothesis. New York: Longman.
Kunnan, A. J. (2003). Test fairness. In M. Milanovic & C. Weir (Eds.), Select Papers from the European Year of Languages Conference, Barcelona. Cambridge, England: Cambridge University Press.
Leung, C. (2010). Language teaching and language assessment. London: Sage Publications.
Leung, C. (2014). Classroom-based assessment issues for language teacher education. Chichester, UK: Wiley Blackwell.
Levi, T., & Inbar-Lourie, O. (2019). Assessment literacy or language assessment literacy: Learning from the teachers. Language Assessment Quarterly, 17(2), 168–182.
Maclellan, E. (2004). Initial knowledge states about assessment: novice teachers' conceptualizations. Teaching and Teacher Education, 20, 523–535.
Malone, M. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329-344.
Mandinach, E.B., Gummer, E.S. (2016). Data literacy for educators: Making it count in preparation and practice. New York, NY: Teachers College Press.
Merati, H., Ghonsooly, B., & Alavi, S. M. (2021). Emotional intelligence and cultural quotient as predictors of pragmatic performance in EFL. International Journal of Language Studies, 15(2), 45–68.
Ölmezer-Öztürk, E., & Aydin, B. (2018). Toward measuring language teachers’ assessment knowledge: development and validation of Language Assessment Knowledge Scale (LAKS). Language Testing in Asia, 8(1). 1-15.
Pastore, S., & Andrade, H. L. (2019). Teacher assessment literacy: A three- dimensional model. Teaching and Teacher Education, 84, 128-138.
Popham, W. J. (2013). Classroom assessment: What teachers need to know (7th ed.). New York, NY: Pearson.
Qian, D. D. (2008). English language assessment in Hong Kong: A survey of practices, developments and issues. Language Testing, 25(1), 85-110.
Razavipour, K., & Rezagah, K. (2018). Language assessment in the new English curriculum in Iran: Managerial, institutional, and professional barriers. Language Testing in Asia, 8(1), 1–18.
Richards, J.C. (2015). Key Issues in Language Teaching. Cambridge: Cambridge University Press.
Richards, J. C., & T. S. C. Farrell. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. Cambridge: Cambridge University Press.
Scarino, A. (2013). Language assessment literacy as self-awareness: understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309–327.
Shah Ahmadi, M., Ketabi, S. (2019). Features of language assessment literacy in Iranian English language teachers' perceptions and practices. Teaching English as a Second Language Quarterly, 38(1), 191-223.
Shahzamani, M., & Tahririan, M. H. (2021). Iranian medical ESP practitioners' reading comprehension assessment literacy: Perceptions and practices. Iranian Journal of English for Academic Purposes, 10(1), 1–15.
Sultana, N. (2019). Language assessment literacy: an uncharted area for the English language teachers in Bangladesh. Language Testing in Asia, 9(1), 1–14.
Tajeddin, Z., Alemi, M., & Yasaei, H. (2018). classroom assessment literacy for speaking: exploring novice and experienced English Language Teachers' Knowledge and Practice. Iranian Journal of Language Teaching Research, 6(3), 57-77.
Taylor, L. (2013). Communicating the theory, practice, and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403–412.
Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374-402.
Vogt, K., Tsagari, D., & Spanoudis, G. (2020). What do teachers think they want? A comparative study of in-service language teachers’ beliefs on LAL training needs. Language Assessment Quarterly, 17(4), 386–409.
Wall, D. (1993). Impact and washback in language testing. In C. Clapham & D. Corson (Eds.), Encyclopedia of language and education:Language testing and assessment (pp. 291-302). Dordrecht: Kluwer Academic.
Walters, D. (2010). A Concise Guide to Assessing Skill and Knowledge with Music Achievement as a Model. Chicago: GIA Publications.
Xu, Y., & Brown, G. T. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162.
Yan, X., & Fan, J. (2021). Am I qualified to be a language tester? Understanding the development of language assessment literacy across three stakeholder groups. Language Testing, 38(2), 219–246.
Zolfaghari, F., & Ahmadi, A. (2016). Assessment literacy components across subject matters. Cogent Education, 3(1), 125-161.
)