Effect of Portfolio Assessment on Fostering Iranian EFL Students` Empowerment: University Entrance Exam in Focus

محورهای موضوعی : نشریه زبان و ترجمه

Mahbubeh Mahmoodi-Nasrabadi ¹ ( English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran )
Omid Tabatabaei ² ( English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran )
Hadi Salehi ³ ( English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran )
Mahmud Mehrabi ⁴ ( English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran )

تاریخ دریافت : 1401/05/23 تاریخ پذیرش : 1401/07/26 تاریخ انتشار : 1402/10/11

کلید واژه: portfolio assessment, Assessment, empowerment, Disempowerment, University Entrance Exams (UEE),

چکیده مقاله :

Passing University Entrance Exams (UEE) successfully has long been the main anxiety for Iranian high school students. The reason for this mixed-methods ponder was to look at how freshman TEFL students experienced portfolio assessment for fostering their empowerment and also how assessment (dis)empowerment manifests itself in the English section of university Entrance Exams. The members were 100 freshmen university TEFL students who were helpfully and deliberately chosen from Shiraz, Tehran, and Isfahan universities. Not only a valid questionnaire but also group interviews were used to gather the required information. To analyze and portray the data, the researchers used descriptive statistical methods. The findings revealed TEFL pupils regarded the portfolio program as valuable for fostering their empowerment. Moreover, the TEFL students had an agreement about the disempowerment of the English section of the University Entrance Exam. Besides, the result underscored the need for more executive modes of evaluation consisting of using portfolios in UEE. Regarding the results, there are valuable suggestions for policymakers as well as constructors of the high-stake test.

چکیده انگلیسی:

گذراندن موفقیت آمیز آزمون های ورودی دانشگاه (UEE) از دیرباز دغدغه اصلی دانش آموزان دبیرستانی ایرانی بوده است. هدف این تحقیق این بود که چگونه دانشجویان سال اول ارزیابی نمونه کارها را برای تقویت توانمندی خود تجربه می کتتد و چگونه (عدم) توانمندی ارزیابی خود در بخش انگلیسی امتحانات ورودی دانشگاه متجلی می شود. شرکت کنندگان در این نظرسنجی 100 نفر از دانشجویان دوره اول TEFL بودند که از دانشگاه های شیراز، تهران و اصفهان به صورت آگاهانه انتخاب شدند. برای جمع آوری اطلاعات مورد نیاز نه تنها از یک پرسشنامه معتبر بلکه از مصاحبه گروهی نیزاستفاده شد. برای تجزیه و تحلیل و به تصویر کشیدن داده ها، محققین از روش های آماری توصیفی استفاده کردند. یافته‌ها نشان داد که دانش‌آموزان مورد تحقیق برنامه نمونه کارها را برای تقویت توانمندی خود ارزشمند می‌دانند. علاوه براین، شرکت کنندگان در مورد عدم تواتمند سازی انگلیسی آزمون ورودی دانشگاه موافق بودند. علاوه براین، نتایج بر نیاز به روش‌های اجرایی بیشتر ارزیابی شامل استفاده از پورتفولیو در UEE تاکید داشت. با توجه به نتایج، پیشنهادات ارزشمندی برای سیاستگذاران و نیز سازندگان این آزمون مهم ارایه گردید.

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