Assessment Literacy and its Relevance to Teaching Experience and Academic Background among EFL Teachers in Iran
محورهای موضوعی : Teaching
1 -
کلید واژه: assessment literacy, assessment literacy practices, novice and experienced teachers, TEFL/non-TEFL background,
چکیده مقاله :
Teachers’ educational background and experience in classroom assessment are important factors that influence their level of assessment literacy. Despite this, few studies are reported to investigate this area. The present study aims to find differences between experienced and novice teachers with or without TEFL backgrounds regarding their assessment literacy skills. Two hundred high school teachers working in various Iranian schools with TEFL and non-TEFL backgrounds were randomly selected to participate in the current study. Chi-square (crosstabs) was applied to compare the assessment practices of the study groups. The researchers also took notes while observing the classroom assessments. The results revealed that TEFL-background teachers practiced assessment methods more significantly than the teachers with no TEFL background. Likewise, it was indicated that novice teachers practiced assessment methods and components more significantly than experienced teachers, irrespective of their educational background. The findings also indicated that high school teachers of TEFL have inadequate educational assessment literacy. Therefore, ongoing in-service training programs on educational assessment should be considered to cater to problems of low assessment literacy in Iranian high schools.
چکیده انگلیسی:
Teachers’ educational background and experience in classroom assessment are important factors that influence their level of assessment literacy. Despite this, few studies are reported to investigate this area. The present study aims to find differences between experienced and novice teachers with or without TEFL backgrounds regarding their assessment literacy skills. Two hundred high school teachers working in various Iranian schools with TEFL and non-TEFL backgrounds were randomly selected to participate in the current study. Chi-square (crosstabs) was applied to compare the assessment practices of the study groups. The researchers also took notes while observing the classroom assessments. The results revealed that TEFL-background teachers practiced assessment methods more significantly than the teachers with no TEFL background. Likewise, it was indicated that novice teachers practiced assessment methods and components more significantly than experienced teachers, irrespective of their educational background. The findings also indicated that high school teachers of TEFL have inadequate educational assessment literacy. Therefore, ongoing in-service training programs on educational assessment should be considered to cater to problems of low assessment literacy in Iranian high schools.
منابع و مأخذ:
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Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices. Assessing Writing, 28, 43-56. https://doi.org/10.1016/j.asw.2016.03.001
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Eckhout, T., Davis, S., Mickelson, K., & Goodburn, A. (2005). A method for providing assessment training to in-service and pre-service teachers. In D. Gutiérrez (Ed.), Proceedings of the annual meeting of the southwestern educational research association (pp. 121-132). Arnolds.
Edwards, F. (2017). A rubric to track the development of secondary pre-service and novice teachers’ summative assessment literacy. Assessment in Education: Principles, Policy and Practice, 24(2), 205-227. https://doi.org/10.1080/0969594X.2016.1225668
Eezami, R. (2016). A study on work engagement and fulfillment of basic psychological needs among novice and experienced EFL teachers in the Iranian institutes [Master's thesis, Kharazmi University]. http://thesis.khu.ac.ir/thesis/Thesis/ThesisView.aspx?ID=100
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.
Eslami, Z. R., & Fatahi, A. (2008). Teachers' sense of self-efficacy, English proficiency, and instructional strategies: A study of nonnative EFL teachers in Iran. TESL-EJ, 11(4), 1-19. http://tesl-ej.org/ej44/a1.html
Falsgraf, C. (2005). Why a national assessment summit? New visions in action. National Assessment Summit, 3, 6-9.
Fard, Z. R., & Tabatabaei, O. (2018). Investigating assessment literacy of EFL teachers in Iran. Journal of Applied Linguistics and Language Research, 5(3), 91-100. http://www.jallr.com/index.php/JALLR/article/view/780
Farhady, H., & Hedayati, H. (2009). Language assessment policy in Iran. Annual Review of Applied Linguistics, 29, 132-141. https://doi.org/10.1017/S0267190509090100
Farhady, H., & Tavassoli, K. (2018). Developing a language assessment knowledge test for EFL teachers: A data-driven approach. Iranian Journal of Language Teaching Research, 6(3), 79-94.
Fathi, J., & Derakhshan, A. (2019). Teacher self-efficacy and emotional regulation as predictors of teaching stress: An investigation of Iranian English language teachers. Teaching English Language, 13(2), 117-143. https://doi.org/10.22132/tel.2019.100527
Fathi, J., & Saeedian, A. (2020). A structural model of teacher self-efficacy, resilience, and burnout among Iranian EFL teachers. Iranian Journal of English for Academic Purposes, 9(2), 14-28. https://doi.org/10.22034/ijceap.2020.240130.1144
Firoozi, T., Razavipour, K., & Ahmadi, A. (2019). The language assessment literacy needs of Iranian EFL teachers with a focus on reformed assessment policies. Language Testing in Asia, 9(1), 2-14. https://doi.org/10.1186/s40468-019-0080-5
FitzGerald, J., & Mills, J. (2022). The importance of ethnographic observation in grounded theory research. Forum: Qualitative Social Research, 22(2), 2-13. http://dx.doi.org/10.17169/fqs-22.2.3810
Gatbonton, E. (2008). Looking beyond teachers’ classroom behavior: Novice and experienced ESL teachers’ pedagogical knowledge. Language Teaching Research, 12(2), 161-182. https://doi.org/10.1177/1362168807086286
Hajizadeh, N., & Salahshour, N. (2014). Characteristics of effective EFL instructors: Language teachers’ perceptions versus learners’ perceptions. International Journal of Applied Linguistics and English Literature, 3(1), 202-214. https://doi.org/10.7575/aiac.ijalel.v.3n.1p.202
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Jannati, S. (2015). ELT teachers’ language assessment literacy: Perceptions and practices. The International Journal of Research in Teacher Education, 6(2), 26-37.
Jan-nesar, M. Q., Khodabakhshzadeh, H., & Motallebzadeh, K. (2020). Assessment literacy of Iranian EFL teachers: A review of recent studies. Journal of Asia TEFL, 17(2), 689-697. https://doi.org/10.18823/asiatefl.2020.17.2.17.689
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