Examining Indicators of Validity in Online Formative Assessment: Insights from Iranian EFL Teachers

Valid online formative assessments are crucial for accurate measurement of students' progress and effective pedagogical decision-making in digital learning. this quantitative-based study followed two primary aims. first, it aimed to investigate the extent to which iranian efl teachers working in universities and language institutes apply indicators of online formative assessment validity. twenty-one online classrooms were observed in three sessions using a checklist. the second aim of this study was to determine the effect of efl teachers’ place of living on the validity of online formative assessment. to this end, 316 iranian efl teachers from diverse efl settings, including public schools, private schools, language institutes, and universities were asked to fill out online formative assessment validity scale developed by maleki et al. (2023). the sample included both male and female teachers with varying age group ranges and academic degrees. the findings of the study indicated that iranian efl teachers in universities and language institutes tend to overlook indicators associated with the learner-centered aspects of online formative assessment validity. furthermore, it was revealed that efl teachers’ place of living could impact the validity of online formative assessment. this study has several implications for online efl teachers and policymakers. the findings of this study emphasize the context-bound nature of validity in online formative assessment. besides, it helps iranian efl teachers identify specific areas that need more attention and improvement in order to enhance the validity of their online formative assessments.