BENLAMRI SabrinaBOUCHLALEG Warda2025-07-092025-07-092025-07-09https://repository.univ-msila.dz/handle/123456789/46856ABSTRACT Online teacher communities (OTCs) have emerged as effective digital spaces for enhancing EFL teacher’s professional development and assessment practices particularly in an era shaped by a trend of the leveraging of technological tools that redefine educational norms. This study aims to explore the role of OTCs in enhancing Algerian EFL middle school teachers’ summative assessment literacy. It also examines the process by which these teachers transform online interactions into more reflective assessment practices. Descriptive method is utilized to answer the main research question and sub questions. The data were collected through the use of triangulation of instruments. The observation of the Facebook group “District 4 Teacher Corner”, semi-structured interviews of six EFL teachers and their inspector, and a questionnaire administered to over 50 teachers. All of which were conveniently selected to conduct this study. The findings reveal how OTCs effectively impact EFL teacher professional growth particularly in areas like assessment methods. They indicated that OTCs enhance teacher’s assessment knowledge, foster reflective collaboration, improve practical assessment skills, and boost digital literacy. However, challenges like technological barriers and inconsistent engagement hindered their full potential. This study recommends integrating OTCs to enhance teacher’s assessment practices through peer collaboration, mentorship, and action research. Besides, educational stakeholders should formalize OTCs with structured guidance from inspectors and incorporate teachers feedback into curriculum design.enKey words: online teacher communities (OTCs)summative assessment literacy (SAL)teacher professional developmentreflective practiceThesis