Assessment Literacy and Professional Learning in Inclusive EFL Education: Teachers’ Experiences with ALBATEST Training

Abstract

Assessment literacy is increasingly recognised as an essential component of teachers’ professional competence, particularly in inclusive educational settings where assessment information informs instructional decisions and individualized support. In English as a Foreign Language (EFL) education, teachers are expected not only to administer assessment tools but also to interpret assessment evidence and use it to respond to the diverse learning needs of their students. Despite its importance, opportunities for developing assessment literacy through structured professional learning remain limited in many educational contexts, including Albania. This study examines teachers’ experiences following participation in ALBATEST training and explores how this professional learning experience influenced their understanding and use of assessment in inclusive EFL classrooms. The study involved 25 English language teachers who received training on the ALBATEST formative assessment framework and subsequently implemented it in their teaching practice, including work with students with special educational needs. A descriptive mixed-methods design was employed, combining quantitative and qualitative data collected through a structured questionnaire. Data were analysed using descriptive statistics and thematic analysis. The findings suggest that teachers perceived the training as a valuable opportunity to strengthen their understanding of formative and diagnostic assessment. Participants reported increased confidence in interpreting assessment information, identifying students’ strengths and learning needs, and using assessment evidence to inform instructional decisions. Teachers also emphasized the value of practical examples, professional guidance, and reflective dialogue in supporting their professional growth. The study highlights the importance of sustained professional development in fostering assessment literacy and promoting more inclusive and learning-oriented assessment practices in EFL education.

Received: 20 February 2026  │  Accepted: 10 June 2026  │  Published: 23 July 2026