Evaluating the writing assessment from the teachers’ point of view: A systematic review
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Abstract
This summary synthesizes findings from ten articles related to the writing assessment from the teachers’ point of view specifically within the context of teachers’ knowledge, beliefs, ideas and practice in English as a Foreign Language (EFL) classroom. By synthesizing findings from 10 studies published between 2016 and 2025, the review evaluates writing assessment process from the point of teachers’ perspective. This analysis highlights the pivotal implications for teachers’ education as a rater of writing. Furthermore, there are some aspects that effect the raters’ evaluations. These are assessment literacy, teaching experiences, teachers’ perspectives about assessing writing and training. However, there are some challenges such as time constraint, students’ motivation, workload, scoring, experiences and writing assessment literacy / training. This review consolidates best practices for teachers, lecturers and identifies key areas for further research investigating the teachers’ point of views about writing assessment.
Keywords:
assessment challenges assessment literacy EFL teachers rater training teachers’ beliefs writing assessmentReferences
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