EFL Teachers’ Perceptions and Practices of Alternative Assessment Strategies and Their Relationship with Teacher Reflection
الموضوعات :
مصطفی نراقی زاده
1
(گروه زبان انگلیسی ، واحد ملایر، دانشگاه آزاد اسلامی ، ملایر، ایران)
فرامرز عزیز ملایری
2
(گروه زبان انگلیسی ، واحد ملایر، دانشگاه آزاد اسلامی ، ملایر، ایران)
حمید رضا خلجی
3
(گروه زبان انگلیسی ، واحد ملایر، دانشگاه آزاد اسلامی ، ملایر، ایران)
الکلمات المفتاحية: Alternative Assessment, Reflection, Formative Assessment, Assessment, Traditional assessment,
ملخص المقالة :
Formative Assessment plays a significant role in classrooms in understanding how students progress in their learning activities. The attitudes of teachers towards application of Alternative Assessment (AA) strategies in English language classroom are considered important as they can affect the teachers’ overall performance in the classroom. The aim of the current study was to examine EFL teachers’ perceptions regarding alternative assessment strategies and their relationship while correlated with teacher reflections and perceptions. In order to conduct this study, a mixed-methods design was adopted. The participants who attended the quantitative and qualitative phases were 81 students and 30 EFL teachers, respectively. In order to collect the research data, two research instruments were used: the teacher reflection questionnaire (Akbari et al., 2010) and the teachers’ perceptions of alternative assessment questionnaire (Elharrar, 2006). The Pearson correlation coefficient statistical test was run for the quantitative data, and the data of the qualitative nature was processed through content-analysis procedure. The findings from the qualitative data were presented using frequency and percentage. Further discussions were provided using the findings from the quantitative data analysis. The results from this phase of analysis illustrated that there was a significant positive relationship between EFL teachers’ reflection and their experience of implementing alternative assessment strategies. The findings of this study may render implications for EFL teachers, teacher trainers, and the assessment administrates.
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