Exploring Tertiary EFL Practitioners' Knowledge base component of Assessment Literacy: Implications for Teacher Professional Development

The study is based on quantitative data. A total of 80 tertiary EFL practitioners were randomly selected to complete the Classroom Assessment Literacy Questionnaire. All ethical procedures such as data collection approval from the Institutional Research Boards, participants' consent, assurance about the confidentiality/protection of data, participants' anonymity etc. were followed before collecting data. The data was analyzed using SPSS Version 24.