Even though teachers’ Assessment Literacy (AL) is of
high importance, it has been a Cinderella in Iran as an English as
a Foreign Language (EFL) context. Moreover, to the best of the researchers’ knowledge, the relationship between AL and attitude toward
Dynamic Asse
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Even though teachers’ Assessment Literacy (AL) is of
high importance, it has been a Cinderella in Iran as an English as
a Foreign Language (EFL) context. Moreover, to the best of the researchers’ knowledge, the relationship between AL and attitude toward
Dynamic Assessment (DA) has not been studied so far. To this end, 104
EFL teachers were selected from 12 English language institutes across
Shiraz. The Assessment Literacy Questionnaire (Campbell & Mertler,
2003) including 35 items was used to find the level of assessment knowledge of the participants. Moreover, the Attitudes towards Dynamic Assessment Questionnaire (Gholamalian et al., 2015) was used to measure
the participants’ attitudes toward DA. The results of Multiple Regression Analysis revealed a strong and significant relationship between the
participants’ scores on the AL and attitudes toward DA. Moreover, there
were significant and positive relationships between EFL teachers’ attitudes toward DA and the five subcomponents of AL. Amongst the five
subcomponents of AL, Choice of Methods had the highest correlation
with EFL teachers’ attitudes towards DA. Accounting for about 45%
of the variance in the attitudes toward DA scores, Choice of Methods
had the highest Beta value, suggesting a stronger contribution to the
dependent variable, i.e., attitudes toward DA. The results may have implications for practitioners in the field of education, in general, and
teaching EFL, in particular.
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