This study explored the extent to which English for Academic Purposes (EAP) teachers were assessment literate, their beliefs about assessment, their actual classroom assessment practices, and the reasons behind the possible mismatches. Data were collected through Assessment Literacy Survey (Mertler, 2003), semi-structured interviews, classroom observation checklists, and the field notes obtained from a sample of 27 language and 23 content teachers of e.g., engineering, basic sciences, medical sciences, etc., out of whom 28 participated in the process of interviews and observations. Data were analyzed both quantitatively and qualitatively in this sequential explanatory mixed-methods study. The findings indicated that only a few EAP teachers were assessment literate and that field of study, university degree, and assessment training courses were statistically significant predictors of EAP teachers’ assessment literacy. Inconsistencies between assessment beliefs and assessment practices were found across both groups of teachers for which numerous reasons were noted by the participants. Implications for EAP teachers themselves and EAP teacher education programs are discussed.

本研究探讨了学术英语 (EAP) 教师具备评估素养的程度、他们对评估的看法、他们的实际课堂评估实践，以及可能出现不匹配的原因。数据是通过评估素养调查 (Mertler, 2003)、半结构化访谈、课堂观察清单以及从 27 种语言和 23 名内容教师（例如工程、基础科学、医学科学等）的样本中获得的现场笔记收集的。 ，其中28人参加了访谈和观察过程。在这项连续的解释性混合方法研究中，对数据进行了定量和定性分析。调查结果表明，只有少数 EAP 教师具备评估素养，而且该研究领域、大学学位、和评估培训课程是 EAP 教师评估素养的统计学显着预测因子。在两组教师中都发现了评估信念和评估实践之间的不一致，参与者指出了许多原因。讨论了对 EAP 教师本身和 EAP 教师教育计划的影响。