Assessment polarity or praxis parity? Uncovering the learning-oriented assessment (LOA) landscape of novice and experienced Iranian EFL teachers

Abstract Although learning-oriented assessment (LOA) has been recognized as an effective method of assessment, the literature on this concept in relation to teacher professionalism is limited. In response to this gap, the present study explored 16 Iranian novice and experienced EFL teachers’ beliefs and practices of LOA. Data were collected from self-reported practices and semi-structured interviews. Analysis of the data through MAXQDA revealed that the novice and experienced teachers’ LOA beliefs featured similarities and differences. While the novice teachers’ LOA beliefs were less sophisticated, experienced teachers highlighted a more central role for LOA in their integration of teaching and assessment. Moreover, while novice teachers preferred using self- and peer assessment, the experienced teachers used more portfolio and dynamic assessment for their LOA-related practices. The study provides implications for teachers and teacher educators to use LOA in professional development courses.