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Understanding and employing useful classroom assessments are crucial to increase student achievement (Marzano, 2000). Teachers' assessment literacy is viewed as a key link in the connection between assessment quality and student achievement. Reflective teaching is a movement in teacher education and crucial kind of thought that enables teachers to be aware of their experiences and analyze their own practice (Fatemipour & Hosseingholikhani, 2014). The purpose of the present study, in the first place, is to shed light on the relationship between Iranian EFL teachers' assessment literacy and their reflective teaching. To this end, 120 EFL teachers were selected randomly to fill out two questionnaires: assessment literacy inventory designed by Zolfaghari and Ashraf (2015), and reflective teaching questionnaire designed by Behzadpour (2007). The result of the study suggested that there is a relationship between EFL teachers' assessment literacy and their reflective teaching. Furthermore, it is observed that teachers' assessment literacy predicts their reflective teaching.

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