Özet:

The formation of a sound assessment system is critical for enhancing language learning as a vital constituent of the process and its relevance to the writing instruction is not the exception, as well. In this vein, a number of elements manifesting in the writing evaluation framework have been noted, one of which is undoubtedly teachers. They navigate the assessment procedure as an important stakeholder of the mechanism by assuming various roles, including task designing, test administrating, evaluating, grading, and feedback-providing (Weigle, 2007: 195). Correspondingly, the writing assessment literacy of teachers, maintained by the three-structure schemata, composed of their core knowledge, conceptual beliefs, and current implementations (Crusan, Plakans, & Gebril, 2016: 43), has a salient role in directing this complex system. However, the existing research, which addresses teachers’ literacy in the writing assessment specificity, is insufficient in number. To this end, this review study is primarily intended for mapping out the underlying components of teachers’ literacy for writing evaluation, in light of the fundamental principles in theory. Additionally, this study aims to succinctly summarize the main findings of the previous studies conducted in this sense by demonstrating an overall picture of the relevant literature with a purpose of contributing to the writing pedagogy and giving directions to the future research.

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