EFL Teachers’ Conception and Choice of Assessment Task: The Focus of Age, Gender and Level of Teaching
الموضوعات : نکرش جدید در یادگیری زبان انکلیسیLida Forozandehfar 1 , Mehdi Manoochehrzadeh 2
1 - Department of English language and literature, Ayatollah Amoli branch, Islamic Azad University, Amol, Iran
2 - Centre for Research in Entrepreneurship Education and Development, Canada
الکلمات المفتاحية: Age, Assessment Task, EFL Teachers’ Conception, Gender, Level of Teaching.,
ملخص المقالة :
This study sought to investigate changes in EFL teachers’ conceptions and choices of assessment in terms of their level of teaching, age and gender. To this end, from the population of EFL university instructors teaching in different EFL contexts at English language institutes, Islamic Azad, state, and PNU universities in Mazandaran province, Iran, a sample of Two hundred EFL university teachers based on convenience sampling method was selected. They comprised both male (n=100) and female (n=100). In order to ascertain the assessment task preferences of educators, Brown's (2008) Teachers' Conceptions of Assessment (TCA) scale was employed. Subsequently, an independent t-test, Multivariate analysis of variance (MANOVA), and Pearson correlation were conducted to scrutinize the collected data. The outcomes of the analysis indicated a notable alteration in TCA dimensions (specifically pertaining to school accountability, student accountability, improvement, and irrelevance) in conjunction with variations in teachers' age and gender. Furthermore, the Pearson correlation analysis underscored a significant positive association between the utilization of formative assessment strategies and the gender and age of English as a Foreign Language (EFL) instructors. These results underscore the intricate nature of TCA transformation, which appears to be influenced by additional variables such as gender and age. The implications of this research are far-reaching, encompassing implications for students, educators, and curriculum developers.
المصادر:
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Chen, J., & Brown, G. T. L. (2013). High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment. Journal of Education for Teaching, 39(2), 541–556. doi:10.1080/02607476.2013.836338.
Cheng, L., Rogers, T., & Hu, H. (2004). ESL/EFL instructors’ classroom assessment practices: Purposes, methods and procedures. Language Testing, 21(3), 360–389. doi:10.1191/0265532204lt288oa.
Christoforidou, M., Kyriakides, L., Antoniou, P., & Creemers, B. P. M. (2014). Searching for stages of teacher’s skills in assessment. Studies in Educational Evaluation, 40 (3), 1–11. doi:10.1016/j.stueduc.2013.11.006.
Davis, D. S., & Neitzel, C. (2011). A self-regulated learning perspective on middle grades classroom assessment. Journal of Educational Research, 104(2), 202–215. doi:10.1080/00220671003690148.
DeLuca, C., Chavez, T., & Cao, C. (2012). Establishing a foundation for valid teacher
judgments: The role of pre-service assessment education. Assessment in Education:
Principles, Policy and Practice, 20 (3), 107–126. doi:10.1080/0969594X.2012.668870.
Dempster, A. P., Laird, N. M., & Rubin, D. B. (1977). Maximum likelihood estimation from incomplete data via the EM algorithm (with discussion). Journal of the Royal Statistical Society, 39(1), 1–38. 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), 1-14.
Fitriyah, I., & Jannah, M. (2021). Exploring the effects of online assessment in efl classrooms: A study on students and teachers’ perspectives. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2). Retrieved from: http://www.ijeltal.org
Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors (pp. 471–499). Washington, DC: APA. Doi:10.1037/13274-000.
Fives, H., Lacatena, N., & Gerard, L. (2015).Teachers’ Beliefs About Teaching (and Learning). In H. Fives & M. G. Gill (Ed.), International Handbook of Research on Teachers’ Beliefs (pp. 249-266). Routledge Taylor & Francis Group: New York and London.
Harlen, W. (2005). Teachers' summative practices and assessment for learning tensions and synergies. The Curriculum Journal, 16(2), 207-223.
doi: 10.1080/09585170500136093.
Harris, L. R., & Brown, G. T. L. (2009). The complexity of teachers’ conceptions of assessment: Tensions between the needs of schools and students. Assessment in Education: Principles, Policy & Practice, 16(3), 365–381. doi:10.1080/09695940903319745.
Heitink, M.C., Van der Kleij, F.M., Veldkamp, B.P., Schildkamp, K.,& Kippers, W.B., (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review, 17(1), 50-62.
doi: 10.1016/j.edurev.2015.12.002.
Izci, K. (2013). Investigating high school chemistry teachers’ perceptions, knowledge and practices of classroom assessment. (Unpublished PhD Thesis), Columbia, MO, University of Missouri-Columbia.
Jafarigohar, M. (2020). The impact of assessment techniques on EFL learners’ writing motivation and self-regulation. Iranian Journal of English for Academic Purposes, 9(4), 141-162.
Jalilzadeh, K., & Coombe, C. (2023). teachers’ perspectives on challenges in implementing learning-oriented assessment in EFL classrooms. Language Testing in Asia, 13(1), 7. https://doi.org/10.1186/s40468-023-00222-8
James, M., & Pedder, D. (2006). Beyond method: Assessment and learning practices and values. Curriculum Journal, 17(3), 109–138. doi:10.1080/0958517060079271
Kahn, E. A. (2000). A case study of assessment in a grade 10English course. The Journal of Educational Research, 93(2), 276–286. doi.org/10.1080/00220670009598719.
Kane, M. T. (2006). Validation. In R. L. Brennan (Ed.), Educational measurement (pp. 17–64). Westport, CT: American Council on Education/Praeger.
Khalili Sabet, M., & Pourgholamali, M. (2023). Investigating teachers’ views on English language assessment in Iranian junior high schools. Iranian Journal of English for Academic Purposes, 12(2), 1-11. https://doi.org/10.18502/kss.v7i19.12480
Khamlichi, S., & Chkirbane, A. (2021). examining the influence of attitudes towards assessment on learning strategies: A case study of young EFL learners in Morocco. Education 3-13, 50(5), 537–550. https://doi.org/10.1080/03004279.2020.1867609
Latif, M. W., & Wasim, A. (2022). exploring tertiary EFL teachers’ perspectives on assessment literacy: An investigation into personal theories and beliefs. Language Testing in Asia, 12(1), 11-22. https://doi.org/10.1186/s40468-022-00158-5
Levy-Vered, A., & Alhija, F. N. (2015). Modelling beginning teachers’ assessment literacy: the contribution of training, self-efficacy, and conceptions of assessment. Educational Research and Evaluation, 21(5), 378- 406. doi:10.1080/13803611.2015.1117980
Lin, T.-J., Lee, M.-H., & Tsai, C. C. (2014). The commonalities and dissonances between high-school students’ and their science teachers’ conceptions of science learning and conceptions of science assessment: A Taiwanese sample study. International Journal of Science Education, 36(2), 382–405. doi:10.1080/09500693.2013.780317.
Lyon, E. G. (2013). Learning to assess science in linguistically diverse classrooms: Tracking growth in secondary science preservice teachers’ assessment expertise. Science Education, 97(3), 442-467 .doi:10.1002/21059 .
Maruyama, G. M. (1998). Basics of structural equation modeling. Thousand Oaks, CA: Sage.
McGee, J., & Colby, S. (2014). Impact of an assessment course on teacher candidates’ assessment literacy. Action in Teacher Education, 36(5), 522-532, doi:10.1080/01626620.2014.977753 .
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