The state of assessment training in EFL teachers’ courses: aligning policies, standards, and language assessment course syllabi

This study investigates the alignment and misalignment among language assessment course syllabi, curriculum standards, and national education policies in EFL teacher education at Farhangian University. Using Webb’s curriculum alignment framework, the analysis focused on three dimensions: categorical concurrence, depth of knowledge, and range of knowledge. Data for this study came from three policy documents (P1, P2, P3), one curriculum standards document (S), and three course syllabi (CS1, CS2, CS3). The comparison across these sources shows clear gaps. Policies highlight ideas such as comprehensive assessment literacy, fairness, washback, and the influence of classroom environment, but these themes are mostly missing from the curriculum standards and the syllabi. The depth of knowledge analysis shows that syllabus content often stays at lower cognitive levels and pays little attention to higher-level assessment skills. The range of knowledge analysis also suggests that course objectives mainly address instructional goals, while broader educational and global assessment aims are disregarded. These findings point out the need for curriculum revision to better integrate fairness, assessment for learning, the washback effect, and classroom-based considerations into syllabi. This study contributes a systematic, multi-layered document analysis to the limited body of research on assessment training within Iranian EFL teacher education. By providing empirical evidence of the extent to which policy intentions are integrated into curriculum standards and course syllabi, this research identifies critical areas for improvement. Addressing these gaps supports pre-service teachers in developing assessment competencies more closely aligned with both national and global expectations in the field.