Adie, L. (2013). The development of teacher assessment identity through participation in online Moderation. Assessment in Education: Principle, Policies, & Practice, 20(1), 91-106.
Arthur, M.B. (2008). Examining contemporary careers: A call for interdisciplinary inquiry. Human Relations, 61(2), 163–186.
Arvaja, M. (2016). Building teacher identity through the process of positioning. Teaching and Teacher Education, 59, 392–402. doi:10.1016/j.tate.2016.07.024
Baird, J. A. (2013). The currency of assessments. Assessment in Education: Principles, Policy & Practice, 20(2), 147e149.
Bayat, K., & Rezaei, A. (2015). Importance of teachers’ assessment literacy. International Journal of English Language Education, 3(1), 139-146.
Beijaard, D., Meijer, P., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Journal of Teaching and Teacher Education, 20(2), 107-128.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(4), 81-109.
Brown, A., & McNamara, T. (2004). " The devil is in the detail": Researching gender issues in language assessment. Tesol Quarterly, 38(3), 524-538.Brown, G. T. L. (2011). Teachers’ conceptions of assessment: Comparing primary and secondary teachers in New Zealand. Assessment Matters, 3, 45–70
DeLuca, C., Coombs, A., MacGregor, S., & Rasooli, A. (2019). Toward a Differential and Situated View of Assessment Literacy: Studying Teachers’ Responses to Classroom Assessment Scenarios. In Frontiers in Education (Vol. 4, p. 94). Frontiers.
Campbell, Y., Murphy, J. A., & Holt, J. K. (2002). Psychometric analysis of an assessment literacy instrument: applicability to preservice teachers. In Paper presented at the meeting of the Mid-Western Educational Research Association, Colombus,
Cheng, L., Rodgers, T., & Hu, H. (2004). ESL/EFL instructors’ classroom assessment practices: purposes,
Cowie, B., Cooper, B., & Ussher, B. (2014). Developing an identity as a teacher-assessor: Three student teacher case studies. Assessment Matters, 7(6).
Cummins, L., & Asempapa, B. (2013). Fostering teacher candidate dispositions in teacher education programs. Journal of the Scholarship of Teaching and Learning, 13(3), 99-119.
Elwood, J., & Murphy, P. (2015). Assessment systems as cultural scripts: A sociocultural theoreticallens on assessment practice and products.Assessment in Education: Principles, Policy & Practice,22(2), 182–192.https://doi.org/10.1080/0969594X.2015.1021568
Farhady, H. (1999). Ethics in language assessing . A paper presented at the Summer Institute on The Social Responsibility of Language Assessors, Carleton University, Ottawa, Canada.
Farhady, H., & Tavassoli, K. (2018). Developing a Language Assessment Knowledge Test for EFL Teachers: A Data-Driven Approach. Iranian Journal of Language Teaching Research, 6(3), 79-94.
Friesen, M.D., & Besley, S.C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23–32
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113-132.
Hill, P., & Barber, M. (2014). Preparing for a renaissance in assessment, Pearson, New York.
Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 328e402.
Izadinia, M. (2013). A review of research on student teachers’ professional identity.British Educational Research Journal, 39(4), 694–713.
Jan-nesar, M. Q., Khodabakhshzadeh, H., Motallebzadeh, K. & Khajavy G. (2020). Teachers as Assessors, a Model of Assessment Identity among Iranian EFL Teachers: A Qualitative Study Manuscript submitted for publication.
Jan-nesar, M. Q., Khodabakhshzadeh, H., & Motallebzadeh, K. (2020). Assessment Literacy of Iranian EFL Teachers: A Review of Recent Studies. Journal of Asia TEFL, 17(2), 689.
Kafi, Z., Motallebzadeh, K., & Ashraf, H. (2018). Developing, localizing & validating code of professional ethics through PLS-SEM: EFL university instructors’ perspectives. Cogent Education, 5(1), 1492340.
Kremmel, B., & Harding, L. (2020). Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups: Developing the Language Assessment Literacy Survey. Language Assessment Quarterly, 17(1), 100-120.
Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169e197.
Leung, C., & Lewkowicz, J., (2006). Expanding Horizons and Unresolved Conundrums: Language Testing and Assessment. TESOL Quarterly 40(1), 211–234.
Looney, A., Cumming, J., van Der Kleij, F., & Harris, K. (2017). Reconceptualising the role of teachers as assessors: teacher assessment identity. Assessment in Education, 25, 442–467.
Malone, M.E. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329-344.
Mertler, C. A. (2002). Classroom assessment literacy inventory. Impara, University of Nebraska-Lincoln, in cooperation with The National Council on Measurement in Education & the W.K. Kellogg Foundation.
Mertler, C. A., & Campbell, C. (2005).
Measuring teachers’ knowledge and application of classroom assessment concepts: development of the assessment literacy inventory. Paper presented at the annual meeting of the American Research Association, Montreal, Retrieved from
https://eric.ed.gov/?id=ED490355.
Miller, J. (2009). Teacher identity. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education (pp. 172–181). New York: Cambridge University Press.
Mockler, N. (2011). Becoming and ‘being’ a teacher: Understanding teacher professional identity. In N. Mockler & J. Sachs (Eds.), Rethinking educational practice through reflexive inquiry (pp. 123-138). Dordrecht: Springer.
Mpofu, N., & Nthontho, M. (2017). Connecting the dots: Exploring dispositions in teacher education. Gender and Behaviour, 15(4), 10290-10303.
Ölmezer-Öztürk, E., & Aydin, B. (2018). Toward measuring language teachers’assessment knowledge: Development andvalidation of Language Assessment Knowledge Scale (LAKS). Language Testing in Asia, 8(1), 20-35.
Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 23–40.