Table 3 EFA: rotated pattern matrix

Q01: I use my past experiences as a test-taker to make principled decisions about my classroom assessment practices.

Q02: I draw on my prior experience of conducting assessment to manage common challenges of L2 assessment.

.694

Q03: My personal attitudes, beliefs, and values influence and direct my classroom assessment tasks/practices.

.669

Q04: My assessment knowledge, expertise, and identity determine the type of assessment that I use in my class.

.831

Q05: I try to use my past behavioral patterns to cope with emerging dilemmas in my assessment practices.

.526

Q06: I draw on my past personal and professional experiences to forecast possible challenges in assessing L2 students.

.563

Q07: I employ my previous personal and professional experiences to identify practical and relevant assessment practices in my class.

.578

Q08: I make use of my assessment–related experiences to modify my assessment techniques/practices.

.526

Q09: Teachers with sufficient professional experiences solve their daily assessment problems more efficiently.

.738

Q10: Teachers with higher academic qualifications have more innovation to improve their assessment.

.615

Q11: School’s policies influence my assessment decisions and practices

.616

Q12: I use my prior experiences to respond to the assessment policies of the school where I work.

.654

Q13: I usually set goals to enhance my students’ achievement through my assessment practices.

Q14: I intend to raise my students’ academic performance by taking assessment for learning approaches in my tests.

.637

Q15: My ultimate goal is to prepare my students for real-life situations through my assessment practices.

Q16: I do my best to involve my students in the classroom assessment processes

.574

Q17: The utmost goal of assessment is to measure students’ ability to communicate in English.

Q18: I pre-specify short-term goals in my assessment plans to obtain better results.

.716

Q19: I pre-specify long-term goals in my assessment plans to obtain desired outcomes.

.580

Q20: Students’ engagement and academic success are important to me in assessment.

.688

Q21: I make efforts to stick to my assessment goals and plans in my class.

.689

Q22: I am eager to help my students gain better scores in low and high-stakes exams.

.788

Q23: I would like to use new assessment approaches (e.g., portfolios, dynamic assessment, formative assessment) to increase the quality of L2 assessment.

.665

Q24: I try to avoid encouraging competition and comparison in my assessment practices in the class.

.662

Q25: Teachers’ professional context influences their assessment decisions/practices in the class.

.571

Q26: Ease of access to different assessment-related materials and resources promotes L2 teachers’ assessment quality.

Q27: I solve my assessment problems and setbacks by doing deep self-reflection.

.647

Q28: I use collaborative reflections with my colleagues to improve my assessment skills and practices.

.829

Q29: School principals and managers influence L2 teachers’ assessment decisions and practices in the class.

.496

Q30: School principals and managers influence L2 teachers’ assessment knowledge and methods.

.677

Q31: School leaders should assist L2 teachers set assessment goals that improve students’ achievement.

.798

Q32: School authorities should offer assessment-related courses to L2 teachers to improve their assessment literacy and identity.

.459

Q33: School managers should include L2 teachers’ voice and power into account to generate a principled assessment.

.731

Q34: There must be established a friendly and strong professional discourse in academia to promote teachers’ assessment agency in the class.

.462

Q35: L2 teachers need to connect with the wider professional discourses/communities of language testing and assessment.

.615

Q36: Teachers’ simplistic view of L2 education and assessment prevents them from taking principled actions.

.808

Q37: Teachers’ ways of thinking and understanding of L2 assessment shapes their autonomy and agency in classroom assessment practices.

.852

Q38: The degree and quality of school relationships influence L2 teachers’ assessment decisions and practices.

Q39: Working in democratic and positive environments that encourage social relationships fosters assessment agency and effectiveness.

.715

Q40: An innovative working environment helps L2 teachers to make sound assessment-related decisions and take principled actions.

.687

Q41: An academic context that encourages horizontal social relationships instead of hierarchical ones facilitates L2 teachers’ assessment innovations.

.786