From Policy to Practice in Assessment: A CEFR-aligned Professional Development Model for Classroom-based Assessment in Iranian EFL Classrooms

Amir Ghajarieh

doi:10.66947/pasaa.v73ispc.1946

Authors

Amir Ghajarieh -UCSI

DOI:

https://doi.org/10.66947/pasaa.v73ispc.1946

Keywords:

assessment policy, assessment practice, CEFR-aligned professional development, quality education, Iranian EFL classrooms

Abstract

The Common European Framework of Reference for Languages (CEFR) is a cornerstone in language education policy and assessment worldwide. This research explored the design, implementation, and evaluation of a CEFR-aligned professional development program aiming to raise awareness and impact practices of in-service Iranian EFL teachers. Employing a mixed-methods approach, the research involved 30 teacher participants in public high schools in Tehran, utilizing semi-structured interviews, observation, and a CEFR-awareness questionnaire. Findings revealed that the teachers initially lacked familiarity with CEFR descriptors and struggled to adopt CEFR-aligned classroom-based assessment effectively. Research-informed post-intervention results demonstrated significant improvements in teachers’ assessment literacy, including increased confidence in designing communicative, criterion-referenced tasks and integrating formative classroom-based assessment aligned with CEFR standards. The present study emphasizes the need for continual, contextually pertinent PD programs to promote research-informed assessment techniques and practices in language education within the CEFR framework. It also offers a model to implement CEFR-aligned classroom-based assessment in Asian teacher education contexts and provides implications for stakeholders in language education assessment.

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