From Knowledge to Practice: The Role of Assessment Literacy in Teachers’ Embrace of Student Peer Evaluation

This study investigates the impact of teachers' assessment literacy (TAL) on their willingness to embrace student peer evaluation (SPE) to promote active learning in English as a Foreign Language writing-intensive courses. A total of 212 teachers from 26 Chinese universities participated in the survey. The study employed descriptive statistics, multiple linear regression, and qualitative analysis to examine the implementation of SPE as an active learning pedagogy. Findings revealed that TAL across six dimensions positively correlated with SPE perceived usefulness, ease of use, and frequency of implementing. Regression analyses indicated that TAL significantly influences SPE practices, with the most influential dimensions ranked as follows: SPE data utilization > skills > awareness > objectives > knowledge > attitudes. Notably, assessment attitude emerged as a key factor affecting teachers' perceived ease and usefulness of SPE. Furthermore, assessment attitude, awareness, and knowledge together explained 83.4% of the variance in perceived usefulness. Personal interviews also identified common obstacles in implementing SPE. This study provides valuable insights into enhancing SPE as an active learning tool, underscoring the importance of fostering teachers’ assessment literacy.