A Qualitative Study of Language Assessment Literacy of Iranian EFL Teachers with TEFL and Non-TEFL Background and Challenges in Their Students’ Assessment
محورهای موضوعی : نشریه زبان و ترجمه
kaveh Jalilzadeh
1
,
Sayyed Mohammad Alavi
2
,
Masood Siyyari
3
1 - English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Professor, English Department, University of Tehran, Tehran, Iran
3 - English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran
کلید واژه: Assessment Literacy, Components of Assessment Literacy, Novice and Experienced Teachers, TEFL/Non-TEFL Background,
چکیده مقاله :
The present study was an attempt to investigate language assessment literacy among EFL teachers inthe Iranian context aiming at studying the implications of assessment literacy for TEFL teacher educationreform. For this purpose, 20 EFL teachers in Iranian language institutes (Bayan, Azmoon, Zaban Sara,and Marefat institutes) were randomly picked for an extensive semi-structured examination. All themeetings were categorized and transcribed and after being analyzed, they were recorded on a DigitalVoice Recorder (DVR). The results revealed that Iranian instructors were found well-acquainted withassessment literacy components. Likewise, it turned out that novice teachers with a TEFL backgroundwere more aware of assessment literacy and its significance in teacher education. However, in termsof other assessment components such as test administration, selecting the best assessment methods,and communicating assessment results experienced teachers with a TEFL background presented moreto-the-point concepts compared to their counterparts in the non-TEFL group, indicating that theteachers with a TEFL background could perceive the aforementioned teacher assessment literacycomponents better than their non-TEFL counterpart. The findings imply that EFL language instituteinstructors` literacy in educational assessment particularly in especially in communicating assessmentresults to others and valid grading of the learners’ assessment is found insufficient.
پژوهش حاضر تلاشی برای بررسی سواد ارزشیابی زبان در بین معلمان زبان خارجی انگلیسی در بافت ایرانی با هدف بررسی دلایل و مفاهیم سواد ارزیابی برای اصلاح آموزش معلمان زبان خارجی انگلیسی بود. بدین منظور 20 نفر از مدرسین زبان انگلیسی در موسسات زبان ایران (موسسه های بیان، آزمون، زبان سرا و معرفت) به صورت تصادفی برای مصاحبه عمقی نیمه ساختاریافته انتخاب شدند. مصاحبه ها بر روی یک دستگاه ضبط صوت دیجیتال (DVR) ضبط و رونویسی، دسته بندی و تجزیه و تحلیل شدند. نتایج نشان داد که معلمان ایرانی با مولفه های سواد ارزیابی آشنایی نسبی داشتند. به همین ترتیب، مشخص شد که معلمان تازه کار با پیشینه تدریس زبان خارجی انگلیسی، از آگاهی بیشتری در ارتباط با سواد ارزشیابی و اهمیت آن در آموزش معلمان برخوردار بودند. با این حال، از نظر سایر مؤلفه‌های ارزشیابی مانند اجرای آزمون، انتخاب بهترین روش‌های ارزشیابی، و اطلاع رسانی نتایج ارزیابی، معلمان با تجربه با پیشینه آموزش زبان خارجی انگلیسی، مفاهیم اصلی را در مقایسه با همتایان خود در گروه غیر آموزش زبان خارجی انگلیسی ارائه نمودند که نشان می‌دهد معلمان با پیشینه تدریس زبان خارجی انگلیسی می توانند مؤلفه های سواد ارزیابی معلم فوق الذکر را بهتر از همتایان فاقد پیشینه آموزش زبان خارجی انگلیسی خود، درک نمایند. یافته‌ها حاکی از آن است که سواد معلمان مؤسسه زبان خارجی انگلیسی در ارزشیابی آموزشی، به ویژه در انتقال نتایج ارزیابی به دیگران و نمره‌دهی معتبر ارزشیابی زبان‌آموز، ناکافی است
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