The relationship between EFL teachers' literacy of writing assessment and students' writing achievement in portfolio assessment

This study aimed to investigate the relationship between writing assessment literacy (WAL) of English as a foreign language (EFL) teacher and the performance of students in portfolio assessment. A mixed method approach was used, combining both quantitative and qualitative data collection analysis. The study used Crusan et al. 's (2016) WAL questionnaire, conducted semi-structured interviews with six teachers, and analyzed portfolio scores of 110 students as pre and post-tests. The results revealed that EFL teachers demonstrated a strong understanding of writing assessment and maintained a positive attitude towards it. Notable variations in student performance were observed, indicating different levels of achievement. A positive relationship was found between teachers' writing assessment literacy and students' success in portfolio assessment. Teachers' feedback provision, time allocation, and error correction strategies varied, with those who offered detailed and constructive feedback, invested adequate time and effort, and effectively addressed errors achieving better writing performance. Some teachers' reported actions did not align with observed feedback practices, indicating a narrow approach to writing assessment with not detailed or prescriptive feedback, leading to lower writing achievement. This study addresses the critical gap in the literature by examining the relationship between EFL teachers' WAL and student performance in Türkiye, highlighting the limited research in this domain. The results underscore the significance of teacher training and professional development in enhancing writing assessment practices, with implications for policies, initiatives, and instructional approaches in EFL contexts to enhance student writing achievement. Keywords: Language assessment, L2 writing achievement, portfolio assessment, writing assessment literacy