In today’s education landscape, proficiency in assessment literacy is crucial for English as a Foreign Language (EFL) teachers. Effective language assessment fosters the development of essential 21st-century skills such as critical thinking, communication, and collaboration. However, many EFL educators struggle with implementing modern assessment practices. This study addresses this challenge by designing and evaluating a six-week online language assessment training course for secondary school EFL in-service teachers.

Grounded in social constructivist learning theory, which emphasizes learning in a collaborative context, this research employed a mixed-methods approach. The first phase involved a needs analysis using the adapted Professional Knowledge of Assessment Questionnaire (PKAQ) to identify gaps in teachers’ assessment literacy. Focus group interviews provided deeper insights into their professional needs. Additionally, language assessment textbooks and national assessment standards informed the development of the training content.

The online workshop was designed to enhance teachers’ skills in developing, administering, and interpreting language assessments. Participants completed pre- and post-tests using the Professional Knowledge of Assessment Test (PKAT) to measure the workshop's impact. Halfway through the course, participants gave feedback through online forms and a face-to-face meeting, allowing for adjustments to the workshop structure.

Findings from the study indicated that participants entered with varying levels of assessment literacy but demonstrated significant improvements in their knowledge and confidence following the workshop. Teachers reported greater competence in creating and evaluating assessments and in applying assessment data to inform their teaching. The results suggest that professional development programs focused on assessment literacy can empower educators to make more informed instructional decisions and enhance student learning outcomes.

This study highlights the importance of ongoing professional development in language assessment literacy for EFL teachers. The success of this online workshop suggests that similar training models could be effective in other educational settings. Future research should examine the long-term impacts of such training on both teaching practices and student performance, as well as the potential for digital tools to support continuous professional learning in language assessment.

Keywords: Assessment Literacy in EFL, Professional Development for EFL Teachers, Online Language Assessment Training.