Teacher Beliefs, Personal Theories and Conceptions of Assessment Literacy - A Tertiary EFL Perspective

The qualitative data was based on semi-structured interviews conducted with 12 tertiary EFL teachers working in 3 higher education institutes in the Easter Province of KSA. All required research ethical procedures before and after collecting data were followed. These included institutional and participant consent for data collection. Also, other ethical procedures such as participant anonymity, data confidentiality and data protection were ensured. The data was analyzed using thematic analysis approach, which included data reduction in the form of codes, subcategories, categories and themes.