Although there is a surge of scholarly attention into language assessment literacy, emotions in language assessment literacy (ELAL) is a relative novelty in the field. The current study developed an ELAL-informed teacher education course to examine Iranian English as a Foreign Language (EFL) teachers' perceptions of ELAL and the course's impact. Data were collected from 32 teachers who completed a pre-post test questionnaire, as well as from 15 teachers who participated in semi-structured interviews and audio diaries. The course's effectiveness in improving teachers' perceptions, knowledge, and competencies was confirmed by significant increases in their ELAL scores from pre-test to post-test. Furthermore, the qualitative findings indicated that the participants were emotionally aware and made context-dependent modifications to practice. Importantly, the study identified ongoing tensions in the delicate balance between empathy and fairness, exposing the concealed emotional labor of assessment. Hence, teacher education programs are required to incorporate institutional scaffolding, ongoing mentoring, and policy-level support to ensure that teachers are emotionally attuned in their assessment practices.
Estaji et al. (Sat,) studied this question.