Investigating the Effect of Collaborative Teacher Professional Development Approaches on Improving EFL Teachers’ Classroom-based Assessment Literacy
Subject Areas : Journal of Language, Culture, and Translation
Elham Banisaeed
1
,
Mohammad Hashamdar
2
*
,
Kobra Tavassoli
3
1 - Ph.D. Candidate of TEFL, Department of English Language Teaching, Karaj Branch, Islamic Azad University, Karaj, Iran
2 - Assistant Professor of TEFL, Department of English Language Teaching, Karaj Branch, Islamic Azad University, Karaj, Iran
3 - Assistant Professor of TEFL, Department of English Language Teaching, Karaj Branch, Islamic Azad University, Karaj, Iran
Keywords: CBAL, CTD Approaches, AR, NI, TSGs,
Abstract :
Classroom-based assessment literacy (CBAL) as one of the constituents of formative assessment has been highlighted due to its considerable role in enhancing students’ achievements. Various studies have been administered to examine the feasibility of expanding teachers’ classroom-based assessment literacy. On the other hand, studies on professional development (PD) demonstrated that collaboration is one of the significant features of effective professional development programs. Hence, this study explored the impact of collaborative teacher development (CTD) approaches on improving EFL teachers’ classroom-based assessment literacy. Ninety teachers participated in the study. They were divided into three experimental groups. Each group was instructed with a different CTD approach including action research (AR), narrative inquiry (NI), and teacher study groups (TSGs). The instruction consisted of ten sessions each lasting ninety minutes. CALQ was the data collection instrument. The results demonstrated that action research and narrative inquiry contributed to teachers’ CBAL improvement while no evidence identified the effect teacher study groups might have on teachers’ CBAL. The results could be utilized in designing instructional courses to increase pre-service and in-service teachers’ CBAL in a collaborative way, which has been proven to be efficient in enhancing learners’ achievements.
Ahmadian, M., & Hosseini, S. (2012). The relationship between Iranian English learners’ linguistic intelligence and their writing ability, and writing assessment criteria. Journal of Language, Culture, and Translation, 1(2), 1-22. https://sanad.iau.ir/en/Article/1012426
Ashraf, H., & Zolfaghari, S. (2018). EFL teachers’ assessment literacy and their reflective teaching. International Journal of Instruction, 11(1), 425-436. http://dx.doi.org/10.12973/iji.2018.11129a
Babaii, E., & Asadnia, F. (2019). A long walk to language assessment literacy: EFL teachers’ reflection on language assessment research and practice. Reflective Pract. 20, 745–760. https://doi.org/10.1080/14623943.2019.1688779
Banisaeed, E., Hashamdar, H., Tavassoli, K. (2024). Developing and validating a questionnaire to assess EFL teachers’ classroom-based assessment literacy. Issues in Language Teaching. https://doi.org/10.22054/ilt.2024.77139.819
Bolívar, E. M. R. (2020). Monitoring preservice teachers’ language assessment literacy development through journal writing. Malaysian Journal of ELT Research, 17(1), 38–52. https://meltajournals.com/index.php/majer/article/view/558
Boyd, E., & Donnarumma, D. (2018). Assessment literacy for teachers: A pilot study investigating the challenges, benefits, and impact of assessment literacy training. In Xerri, D., & Vella Briffa, P. (Eds.), Teacher involvement in high-stakes language testing (pp. 105–126). Springer. https://link.springer.com/chapter/10.1007/978-3-319-77177-9_7
Burns, A., & Richards, J. C. (2009). The Cambridge guide to second language teacher education. Cambridge University Press. https://doi.org/10.1017/9781139042710
Burns, A., & Khalifa, H. (2017). Second language assessment and action research. Cambridge University Press. http://dx.doi.org/10.1080/02602938.2019.1602294
Chan, C.Y.K, & Luo, J. (2020). An exploratory study on teacher assessment literacy: Do novice university teachers know how to assess student’s written reflection? Teachers and Teaching Theory and Practice, 1-27. http://dx.doi.org/10.1080/13540602.2020.1787375
Dao, T. B. N. (2021). A Narrative Inquiry of a Vietnamese University EFL Teacher's Assessment Identity. International Journal of TESOL & Education, 1(3), 260-277.
Davies, A. (2008). Assessing academic English: Testing English proficiency 1950–1989: The IELTS solution. Cambridge University Press and Cambridge ESOL. https://www.cambridge.org/gb/cambridgeenglish/teacher-development/assessing-academic-english-testing-english-proficiency-1950-1989-ielts-solution/assessing-academic-english-testing-english-proficiency-19501989-ielts-solution-paperback
De Jong, L., Meirink, J., Admiraal, W. (2019). School-based teacher collaboration: Different learning opportunities across various contexts. Teaching and Teacher Education (86), 1-12. https://doi.org/10.1016/j.tate.2019.102925
DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice 17, 419–438. http://dx.doi.org/10.1080/0969594X.2010.516643
Drost, B. (2012). An action research study: Engaging in authentic formative assessment. (Unpublished doctoral dissertation). Kent University Research. https://etd.ohiolink.edu/apexprod/rws_etd.
Ebadijalal, M., & Moradkhani, S. (2023). Impacts of computer-assisted collaborative writing, collaborative prewriting, and individual writing on EFL learners’ performance and motivation. Computer Assisted Language Learning, 1-25.
Edwards, E., & Burns, A. (2016). Action research to support teachers’ classroom materials development. Innovation in Language Learning and Teaching, 10(2), 106-120. https://doi.org/10.1080/17501229.2015.1090995
Estaji, M. (2024). Unveiling the impact of language assessment teacher education on EFL teachers’ assessment agency and professional development trajectory: perceptions, opportunities, and challenges. Language Testing in Asia 14(20), 1-28. https://doi.org/10.1186/s40468-024-00292-2
Field, A. (2013). Discovering statistics using IBM SPSS, statistics for statistics. (6th ed.). SAGE Publications.
Fryer, L. K., Larson-Hall, J., & Stewart, J. (2018). Quantitative Methodology in The Palgrave Handbook of Applied Linguistics Research Methodology (pp. 55-77). Palgrave Macmillan.
George, D., & Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge.
Gersten, R., Dimino, J., Jayanthi, M., Kim, J., Santoro, L. (2009). An investigation of the impact of the teacher study group as a means to enhance the quality of reading comprehension and vocabulary instruction for first graders in Reading First schools: A technical report. Instructional Research Group. https://files.eric.ed.gov/fulltext/ED612843.pdf
Gersten, R., Dimino, J., Jayanthi, M., Kim, J. S., & Santoro, L. E. (2010). Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade Classrooms. American Educational Research Journal, 47(3), 694-739. http://dx.doi.org/10.3102/0002831209361208
Gharani, N., Zarabi, H., Yamrali, N. (2023). Investigating the effect of implicit and explicit oral corrective feedback on Iranian EFL learners’ speaking ability: the interactive role of self-regulation strategy. Journal of Language, Culture, and Translation, 5(2), 1-47. https://doi.org/10.30495/lct.2023.1986573.1088
Giraldo, F. (2021). Language assessment literacy and teachers’ professional development: A review of the literature. Profile: Issues in Teachers’ Professional Development, 23(2), 265–279. http://dx.doi.org/10.15446/profile.v23n2.90533
Giraldo, F., & Murcia, D. (2018). Language assessment literacy for pre-service teachers: Course expectations from different stakeholders. The gist: Education and Research Learning Journal, (16), 56–77. https://doi.org/10.26817/16925777.425
Harrison, V., Kemp, R., Brace, N., & Snelgar, R. (2020). SPSS for psychologists. Bloomsbury Publishing.
Harsch, C., Seyferth, S., Larenas, S.V. (2021). Evaluating a collaborative and responsive project to develop language assessment literacy. CercleS, 11(2), 311-342. https://doi.org/10.1515/cercles-2021-2020
Heigham. J. (2009). Qualitative research in applied linguistics. Palgrave Macmillan. https://link.springer.com/book/10.1057/9780230239517
Hill, K., & McNamara, T. (2012). Developing a comprehensive, empirically based research framework for classroom-based assessment. Language testing, 29(3), 395-420.
Juanjuan. G. Yusoff. N. M. (2023). The shared features of effective improvement programs for teachers’ assessment literacy. Pedagogies: An International Journal. https://doi.org/10.1080/1554480X.2022.208439
Khodashenas, M. R., Khodabakhshzadeh, H., Baghaei, P., & Motallebzadeh, K. (2022). EFL teachers assessment literacy needs inventory: A case of Fulcher’s assessment literacy framework. Issues in Language Teaching (ILT) 11(1), 131-156. https://doi.org/10.22054/ilt.2022.63731.639
Khojaste Mehr, M., Mohammadi, M., Ghanbar, H. (2024). Language assessment literacy instruction: Inquiry-based vs. expository approaches to enhance student teachers’ conceptions of assessment. Journal of Language and Translation 14(2), 191-205. https://sanad.iau.ir/Journal/ttlt/Article/1047859
Kim, J. H. (2015). Understanding narrative inquiry: The crafting and analysis of stories as research. Sage Publications. https://www.amazon.com/Understanding-Narrative-Inquiry-Jeong-Hee-Kim/dp/1452282781
Koh, K. H. (2011). Improving teachers’ assessment literacy through professional development. Teaching Education, 22(3), 255-276. https://doi.org/10.1080/10476210.2011.593164
Koh, K., Burke, L., Luke, A., Gong, W., Tan, C. (2018). Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design. Language Teaching Research, 22(3), 264–288. http://dx.doi.org/10.1177/1362168816684366
Lan, C., & Fan, S. (2019). Developing classroom-based language assessment literacy for in-service EFL teachers: The gaps. Studies in Educational Evaluation, 61, 112–122. https://doi.org/10.1016/j.stueduc.2019.03.003
Latif, M. W. (2021). Exploring tertiary EFL practitioners’ knowledge base component of assessment literacy: Implications for teacher professional development. Language Testing in Asia, 11(19), 1-22. https://languagetestingasia.springeropen.com/articles/10.1186/s40468-021-00130-9
Levi, T., & Inbar-Lourie, O. (2020). Assessment literacy or language assessment literacy: Learning from the teachers. Language Assessment Quarterly, 17(2), 168–182. https://doi.org/10.1080/15434303.2019.1692347
Li, Z., Yan, Z., Chan, K. K. Y., Zhan, Y., & Guo, W. Y. (2023). The role of professional development program in improving primary teachers’ formative assessment literacy. Teacher Development. https://doi.org/10.1080/13664530.2023.2223595
Lofunglo, E.S., Mambwe, R., Kalinde, B. (2021). The meaning and role of action research in education. Multidisciplinary Journal of Language and Social Sciences Education, 4(2), 115-130. https://www.researchgate.net/publication/355095675_The_Meaning_and_Role_of_Action_Research_in_Education
Martin, J. (2019). A case study of an online teacher study group as a digital professional development tool (Unpublished doctoral dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1862
Meijer, H., Hoekstra, R., Brouwer, J., Strijbos, J.W. (2020). Unfolding collaborative learning assessment literacy: A reflection on current assessment methods in higher education. Assessment & Evaluation in Higher Education 45(8), 1222-1240. https://doi.org/10.1080/02602938.2020.1729696
Mertler, C.A. (2017). Action Research Communities: Professional Learning, Empowerment, and Improvement Through Collaborative Action Research (1st ed.). Routledge. https://doi.org/10.4324/9781315164564
Methlagl, M. (2022). Patterns of teacher collaboration, professional development and teaching practices: A multiple correspondence analysis of TALIS 2018. International Journal of Educational Research Open 1001(37), 1-9. https://doi.org/10.1016/j.ijedro.2022.100137
Montee, M., Bach, A., Donovan, A., Thompson, L. (2013). Lctl teachers’ assessment knowledge and practices: An exploratory study. Journal of the National Council of Less Commonly Taught Languages, 13, 1–31. https://www.ncolctl.org/files/LCTL-Teachers-Assessment.pdf
Mora-Ruano, J., Heine, J., Gebhardt, M. (2019). Does teacher collaboration improve student achievement? Analysis of the German PISA 2012 sample. Front.Educ, 4(85), 1-12. https://doi.org/10.3389/feduc.2019.00085
Pill, J., Harding, L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing 30 (3), 381-402. https://doi.org/10.1177/0265532213480337
Poursaduqi, S., Ghahremani Ghajar, S., Sangari, M. (2019). Exploring English language literacy as a form of narrative by tracing life and resistance stories in curriculum. Journal of English Language, Teaching and Learning 11(23), 253-276. https://elt.tabrizu.ac.ir/article_8932.html?lang=en
Saeb, F., S. A., Nejadansari, D., & Moinzadeh, A. (2021). The impact of action research on teacher professional development: Perspectives from Iranian EFL teachers. Teaching English Language, 15(2), 265-297. https://doi.org/ 10.22132/TEL.2021.143114
Saidi, M., Arefian, M.H. (2022). Assessment Literacy in Light of Teachers’ Disciplines: hard sciences, soft sciences, and ELT. Journal of English Language Teaching and Learning, 14(30), 316-332. https://doi.org/10.22034/ELT.2022.50747.2484
saRa KaBLaOui, T. E. A. M. (2012). Developing reading skills of learners from Arabic-speaking backgrounds. ISSN 1756-509X, 18(3), 7.
Tsagari, K. (2006). Investigating the washback effect of a high-stakes EFL exam in the Greek context: Participants’ perceptions, material design and classroom applications. Lancaster University.
Yamtim, V., & Wongwanich, S. (2014). A study of classroom assessment literacy of primary school teachers. Procedia-Social and Behavioral Sciences, 116, 2998-3004. https://doi.org/10.1016/j.sbspro.2014.01.696
Wallace, J. (2020). The reflective accounts of scholarship recipients attending elite secondary schools in post-apartheid South Africa. (Unpublished doctoral dissertation). The University of Cape Town. https://open.uct.ac.za/bitstream/handle/11427/33078/thesis_hum_2020.
Watkins, M. W. (2021). A step-by-step guide to exploratory factor analysis with SPSS. Routledge.
Zhu, X., Raquel, M., & Aryadoust, V. (2019). Structural equation modeling to predict performance in English proficiency tests. In quantitative data analysis for language assessment volume II (pp. 101-126). Routledge.