A case study on how to explore and professionally develop Iraqi test writers' language assessment literacy through lesson study model

This qualitative case study explores how Iraqi English as a Foreign Language (EFL) test writers develop their Language Assessment Literacy (LAL) through a collaborative professional development model known as Lesson Study (LS). Although the importance of LAL is increasingly recognised worldwide, structured training opportunities in Iraq remain scarce, often resulting in the continued use of conventional and less effective assessment practises. The study examines LS as a context-sensitive, practise-based framework that fosters collective lesson planning, classroom-based inquiry, and reflective dialogue. Ten university-level EFL instructors engaged in three main stages of LS: planning, implementation, and reflection. The participants jointly designed a classroom-oriented assessment task, implemented it in real teaching environments, and refined it based on feedback from students, peers, and collaborative reflection. Data were collected through semi-structured interviews, focus groups, reflective journals, classroom observations, and document analysis. Thematic analysis revealed notable development in participants' LAL across four domains: (1) technical competence, including enhanced understanding of validity, reliability, and alignment; (2) practical skills in designing more authentic, communicative assessments; (3) critical awareness in challenging previously held assumptions about testing; and (4) contextual sensitivity in adapting assessment practises to local constraints. The LS process encouraged professional agency and fostered collegial engagement, enabling the exchange of ideas and enhancing participants' confidence in their assessment practises. Many reported a clear transition from isolated, procedural approaches to more reflective, pedagogically informed methods. The findings suggest that Lesson Study offers a feasible and sustainable model for LAL development, particularly in resource-constrained environments. The study recommends integrating LS into formal teacher development programmes and encourages further research into its broader application and long-term outcomes. Keywords: Language Assessment Literacy, Lesson Study & Teacher Professional Development.