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.本质性数据源自针对沙特阿拉伯王国（Kingdom of Saudi Arabia，KSA）东部省3所高等教育机构的12名高等教育英语作为外语（English as a Foreign Language）教师开展的半结构化访谈。研究严格遵循数据收集前后的全部必要研究伦理规范，涵盖数据采集的机构许可与参与者知情同意；同时落实了参与者匿名、数据保密及数据保护等其他伦理要求。本研究采用主题分析法对数据进行分析，分析流程包含以编码、子类别、类别及主题形式开展的数据约简环节。