Language Assessment Literacy Instruction: Inquiry-Based vs. Expository Approaches to Enhance Student Teachers’ Conceptions of Assessment
Mohammad Khojaste Mehr
1
(ELT Department, West Tehran Branch, Islamic Azad University, Tehran., Iran)
Mojtaba Mohammadi
2
(ELT Department, West Tehran Branch, Islamic Azad University, Tehran, Iran)
Ghanbar Hessameddin
3
(English Department, Fereshtegaan International Branch, Islamic Azad University, Tehran, Iran)
کلید واژه: Conceptions of Assessment, Expository approach, Inquiry-based approach, Language assessment literacy instruction ,
چکیده مقاله :
This convergent mixed-methods study explored the effectiveness of inquiry-based and expository instruction in shaping student teachers' conceptions of assessment. Forty-three BA-level TEFL sophomores were assigned to either an experimental or control group, receiving instruction through inquiry-based or expository approaches, respectively. The pre- and post-intervention phases involved administering the Students' Conceptions of Assessment (SCoA) questionnaire {revalidated for Iranian EFL student teachers) and a metaphor analysis survey in both groups. The study yielded a key finding: a notable divergence between the quantitative and qualitative results. While the metaphor analysis indicated a significant shift in assessment conceptions post-intervention, the quantitative data (SCoA questionnaire) revealed no statistically significant differences in assessment conceptions across instruction types. Despite the lack of statistically significant differences, it is nonetheless possible that student teachers gained valuable insights into their own assessment perceptions within the learning and teaching process. These findings hold pedagogical implications for EFL learners and teachers alike.
چکیده انگلیسی :
This convergent mixed-methods study explored the effectiveness of inquiry-based and expository instruction in shaping student teachers' conceptions of assessment. Forty-three BA-level TEFL sophomores were assigned to either an experimental or control group, receiving instruction through inquiry-based or expository approaches, respectively. The pre- and post-intervention phases involved administering the Students' Conceptions of Assessment (SCoA) questionnaire {revalidated for Iranian EFL student teachers) and a metaphor analysis survey in both groups. The study yielded a key finding: a notable divergence between the quantitative and qualitative results. While the metaphor analysis indicated a significant shift in assessment conceptions post-intervention, the quantitative data (SCoA questionnaire) revealed no statistically significant differences in assessment conceptions across instruction types. Despite the lack of statistically significant differences, it is nonetheless possible that student teachers gained valuable insights into their own assessment perceptions within the learning and teaching process. These findings hold pedagogical implications for EFL learners and teachers alike.
Ausubel, D. P. (1961). Learning by discovery: Rationale and mystique. The Bulletin of the National Association of Secondary School Principals, 45(269), 18-58.
Banchi H., & Bell R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29.
Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30-33.
Bell, T., Urhahne, D., Schanze, S., & Ploetzner, R. (2010). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 32(3), 349-377.
Boud, D., & Falchikov, N. (2007). Developing assessment for informing judgment: Rethinking assessment in higher education: Learning for the longer term, 14(4), 181-197.
Brindley, G. (2001). Language assessment and professional development. In C. Elder, A. Brown, K. Hill, N. Iwashita, T. Lumley, T. McNamara & K. O’Loughlin (Eds.), Experimenting with uncertainty: Essays in honor of Alan Davies (pp. 126–136). Cambridge University Press.
Brown, G. T. L. (2004). Measuring attitude with positively packed self-report ratings: Comparison of agreement and frequency scales. Psychological Reports, 94, 1015-1024
Brown, G. T. L. (2008). Students’ conceptions of assessment inventory (SCoA Version VI) [Measurement instrument]. Auckland: University of Auckland. https://doi.org/10.17608/k6.auckland.4596820.v1.
Brown, H.D., & AbeyWickrama, P. (2018). Language assessment: Principles and classroom practices (3rd. ed.). Pearson Education.
Brown, G. T., Irving, S. E., Peterson, E. R., & Hirschfeld, G. H. (2009). Use of interactive–informal assessment practices: New Zealand secondary students' conceptions of assessment. Learning and Instruction, 19(2), 97-111.
Caswell, C. J., & LaBrie, D. J. (2017). Inquiry-based learning from the learner’s point of view: A teacher candidate’s success story. Journal of Humanistic Mathematics, 7(2), 161-186.
Chan, Y. F., Sidhu, G. K., Suthagar, N., Lee, L. F., & Yap, B. W. (2016). Relationship of inquiry-based instruction on active learning in higher education. Pertanika Journal of Social Science and Humanities, 24, 55-72.
Chen, J., & Brown, G. T. L. (2018). Chinese secondary school students’ conceptions of assessment and achievement emotions: Endorsed purposes lead to positive and negative feelings. Asia Pacific Journal of Education, 38(1), 91-109 https://doi.org/10.1080/02188791.2018.1423951
Chiappetta, E. L., & Adams, A. D. (2004). Inquiry-based instruction. The Science Teacher, 71(2), 46.
Cruickshank, F., Bainer, T. D., & Metcalf, C. H. (1999). The effect of self-regulated learning strategies on academic achievement. International dissertation abstract-A, 61(12), 46-56.
Daigre, J., Berlet, G., Van Dyke, B., Peterson, K. S., & Santrock, R. (2017). Accuracy and reproducibility using patient-specific instrumentation in total ankle arthroplasty. Foot & Ankle International, 38(4), 412-418.
Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327–347.
DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17, 419–438.
DeLuca, C., LaPointe, D., & Luhanga, U. (2016). Teacher assessment literacy: A review of international standards and measures. Educational Assessment, Evaluation and Accountability, 28(3), 251–272. https://doi.org/10.1007/s11092-015-9233-6
Dincer, A., & Yesilyurt, S. (2017). Motivation to Speak English: A Self-Determination Theory Perspective. PASAA: Journal of Language Teaching and Learning in Thailand, 53, 1-25.
Dixon, H., & Haigh, M. (2009). Changing mathematics teachers’ conceptions of assessment and feedback. Teacher Development, 13(2), 173-186.
Farangi, M. R., & Rashidi, N. (2022). The Relationship Between Iranian EFL Teachers’ Conceptions of Assessment and Their Self-efficacy. International Journal of Language Testing, 12(2), 59-75. doi: 10.22034/ijlt.2022.157125
Ferretti, F., Santi, G. R. P., Del Zozzo, A., Garzetti, M., & Bolondi, G. (2021). Assessment practices and beliefs: Teachers’ perspectives on assessment during long-distance learning. Education Sciences, 11(6), 264.
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.
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132.
Fulmer, G. W., Lee, I. C., & Tan, K. H. (2015). Multi-level model of contextual factors and teachers’ assessment practices: An integrative review of research. Assessment in Education: Principles, Policy & Practice, 22(4), 475-494.
Gotch, C. M., & French, B. F. (2014). A systematic review of assessment literacy measures. Educational Measurement: Issues and Practice, 33,14–18.
Guido, M. (2017). Inquiry-Based Learning Definition, Benefits & Strategies. Retrieved October 26, 2017, from htttps://www.prodigygame.com/blog/inquiry-basedl-learning-defintiionbenefits-strategies/
Heryadi, D., & Sundari, R. S. (2020). Expository learning model. International Journal of Education and Research, 8(1), 207-216.
Inbar-Lourie, O. (2008a). Constructing an assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385–402.
Jalilzadeh, K., Alavi, S. M., & Siyyari, M. (2022). Comparing language assessment literacy and challenges of Iranian EFL teachers: TEFL vs non-TEFL background. Journal of Language and Translation, 12(4), 177-196.
Johnson, L., & Morris, P. (2010). Towards a framework for critical citizenship education. The curriculum journal, 21(1), 77-96.
Kremmel, B., & Harding, L. (2020). Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups: Developing the language assessment literacy survey. Language Assessment Quarterly, 17(1), 100-120.
Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197.
Lam, T. C., & Klockars, A. J. (1982). Anchor point effects on the equivalence of questionnaire items. Journal of Educational Measurement, 317-322.
Mackenzie, T. (2016). Dive into inquiry: Amplify learning and empower student voice. California: EdTechTeam Press.
Mapes, J. (2009). Pedaling revolution. Portland, OR: Portland State University.
Maxwell, D. O., Lambeth, D. T., & Cox, J. T. (2015). Effects of using inquiry-based learning on science achievement for fifth-grade students. Asia-Pacific Forum on Science Learning & Teaching, 16 (1), 1-31.
McGrath, I. (2006a). Teachers’ and learners’ images for coursebooks. ELT Journal, 60(2), 171–180. https://doi.org/10.1093/elt/cci104
Mendoza, A. A. L., & Arandia, R. B. (2009). Language testing in Colombia: A call for more teacher education and teacher training in language assessment. Profile, 11(2), 55–70.
Mohammadi, M., & Sanavi, R. V. (2021). Language assessment literacy: Ontogenetic and phylogenetic perspectives. In S. Hidri (Ed.), Perspectives on Language Assessment Literacy (pp. 52-65). Routledge.
Opre, D. (2015). Teachers’ conceptions of assessment. Procedia-Social and Behavioral Sciences, 209, 229-233.
Ormrod, J. E. (2022). I went to class every day, so all that stuff must be in my head somewhere. In M. M. Buehl & J. S. Vogler (Eds.), Teaching Learning for Effective Instruction (pp. 121-144). Charlotte, NC: Information Age Publishing.
Reinmann, G. (2019). Assessment and inquiry-based learning. In H. A. Mieg (Ed.), Inquiry-Based Learning – Undergraduate Research (pp. 91-105). Springer.
Saban, A., Kocbeker, B. N., & Saban, A. (2007). Prospective teachers' conceptions of teaching and learning revealed through metaphor analysis. Learning and Instruction, 17(2), 123-139.
Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language testing, 30(3), 309-327.
Schmitt, R. (2005). Systematic metaphor analysis as a method of qualitative research. The Qualitative Report, 10(2), 358-394.
Sevimel-Sahin, A. (2021). Language assessment literacy of novice EFL teachers: Perceptions, experiences, and training. In S. Hidri (Ed.), Perspectives on Language Assessment Literacy (pp. 135-158). Routledge.
Siegel, M. A., & Wissehr, C. (2011). Preparing for the plunge: Preservice teachers’ assessment literacy. Journal of Science Teacher Education, 22(4), 371-391.
Snowman, J., & McCown, R. (2015). Psychology applied to teaching (14th ed.). Stamford, CT: Cengage Learning.
Spronken‐Smith, R., & Walker, R. (2010). Can inquiry‐based learning strengthen the links between teaching and disciplinary research? Studies in Higher Education, 35(6), 723-740.
Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kappa, 72(7), 534–539.
Tabachnick, B. G., & Fidell, L. S. (2007). Experimental designs using ANOVA (Vol. 724). Belmont, CA: Thomson/Brooks/Cole.
Tamim, S. R., & Grant, M. M. (2013). Definitions and uses: Case study of teachers implementing project-based learning. Interdisciplinary Journal of Problem-based Learning, 7(2), 3.
Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403–412.
Tsagari, D., Vogt, K., Froelich, V., Csépes, I., Fekete, A., Green, A., Hamp-Lyons, L., Sifakis, N. & Kordia, S. (2018). Handbook of assessment for language teachers.
http://taleproject.eu/mod/page/view.php?id=1200
Ulit, E. V., Salazar, E. S., Ferrer, L. M., Cruz, P. D., Espiritu, C. C., Sanchez, J. R., & Dacanay, A. G. (2004). Teaching the elementary school subjects. Manila: Rex Book Store.
Vandeyar, S., & Killen, R. (2007). Educators' conceptions and practice of classroom assessments in post-apartheid South Africa. South African Journal of Education, 27(1), 101-115.
Villamil, O. S., & de Guerrero, M. C. (2005). Constructing theoretical notions of L2 writing through metaphor conceptualization. In N. Bartels (Ed.), Applied Linguistics and Language Teacher Education (pp. 79-90). Boston, MA: Springer US.
Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374–402.
Vogt, K., Tsagari, D., & Spanoudis, G. (2020). What do teachers think they want? A comparative study of in-service language teachers’ beliefs on LAL training needs. Language Assessment Quarterly, 17(4), 386-409.
Woolfolk, A., & Margetts, K. (2012). Educational psychology Australian edition. Pearson Higher Education AU.
Yan, J. (2010). The place of language testing and assessment in the professional preparation of foreign language testers in China. Language Testing, 27(4), 555–584.
Yayci, L. (2017). University students' perception of being an international student: A metaphor analysis study. European Journal of Education Studies, 3(10), 379-403.
Zheng, H. B., & Song, W. J. (2010). Metaphor Analysis in the Educational Discourse: A Critical Review. Online Submission, 8(9), 42-49.
