Developing Foreign Language Teacher Assessment Literacy through Teaching-Learning-Assessment Integration: An Analysis of an English Writing Lesson

Abstract

This study adopts teaching-learning-assessment integration as the analytical framework and employs a theory-driven lesson interpretation approach to examine how assessment literacy manifests in a junior high school English writing lesson on composing an advice email. The analysis focuses on four dimensions: alignment of objectives, task and criteria design, formative feedback, and reflective instructional decision-making. The findings indicate that assessment literacy is not a technical competence confined to testing and grading, but a professional capacity embedded in routine pedagogical decisions. In this writing lesson, the teacher integrated assessment into the entire teaching-learning cycle by aligning learning objectives with assessment criteria, designing a communicative writing task, embedding peer evaluation and teacher feedback into the writing process, and reflecting on instruction based on student performance. The case illustrates that assessment literacy serves as a bridge between curriculum requirements and classroom implementation, supports students' view of writing as a continuous improvement process, and contributes to teachers' professional growth through ongoing cycles of practice and reflection. Based on the findings, suggestions for enhancing foreign language teachers' assessment literacy are offered, and the limitations of a single-lesson analysis are acknowledged.