This is a mixed method study aimed at assessing the extent to which writing assessmentliteracy (AL) of Iranian English language teachers reflects its socio-cultural construct.The five key aspects of quality assessment for writing based on Lee’s 37 study andCoombs’s 14 socio-cultural conception of AL are used as a framework to analyze bothstudent and teacher data, acknowledging the importance of including students’ per-spectives. Quantitative data, collected through a questionnaire answered by 105 Englishlanguage students, were combined and compared with qualitative data from three EFLteachers. Data were analyzed in relation to the key competencies for writingassessment. On the whole, limited writing assessment skills of EFL teacherswere suggested from the perspectives of both groups of stakeholders (i.e.,students and teachers). More specifically, results revealed that students’ reportof the teachers’ writing AL did not reflect the five key principles. A generalneed to enhance the socio-cultural aspect of writing AL among Iranian EFLteachers was highlighted as well.

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