teachers as assessors, a model of assessment identity among iranian efl teachers: a qualitative study

Teachers’ varying abilities to do classroom assessment and to use assessment evidence in teaching, known as assessment literacy are fundamental to quality assessment practice. likewise, developing a teaching identity is a complex, culturally-based process, which occurs in specific institutional contexts, times, and places. this paper reports on the first phase of an exploratory sequential mixed methods research. using grounded theory approach, this exploratory study tries to examine iranian efl teachers perceptions about the components forming teachers’ assessment identity and present a model of assessment identity. a total of 26 iranian efl high school teachers were chosen for this study and were gone through interview process. the qualitative data were analyzed systematically using grounded theory. then using maxqda software a code-sub-code-segments model was drawn. as the results indicated, the main components of assessment identity were assessment literacy, assessment dispositions, and contextual factors. detailed findings of these components and their corresponding sub-codes were discussed.