Investigating the Effect of Collaborative Teacher Professional Development Approaches on Improving EFL Teachers’ Classroom-based Assessment Literacy

محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)

Elham Banisaeed ¹ , Mohammad Hashamdar ² , Kobra Tavassoli ³

1 - Ph.D. Candidate of TEFL, Department of English Language Teaching, Karaj Branch, Islamic Azad University, Karaj, Iran
2 - Assistant Professor of TEFL, Department of English Language Teaching, Karaj Branch, Islamic Azad University, Karaj, Iran
3 - Assistant Professor of TEFL, Department of English Language Teaching, Karaj Branch, Islamic Azad University, Karaj, Iran

تاریخ دریافت : 1403/01/06 تاریخ پذیرش : 1403/06/02 تاریخ انتشار : 1403/06/02

کلید واژه: CBAL, CTD Approaches, AR, NI, TSGs,

چکیده مقاله :

Classroom-based assessment literacy (CBAL) as one of the constituents of formative assessment has been highlighted due to its considerable role in enhancing students’ achievements. Various studies have been administered to examine the feasibility of expanding teachers’ classroom-based assessment literacy. On the other hand, studies on professional development (PD) demonstrated that collaboration is one of the significant features of effective professional development programs. Hence, this study explored the impact of collaborative teacher development (CTD) approaches on improving EFL teachers’ classroom-based assessment literacy. Ninety teachers participated in the study. They were divided into three experimental groups. Each group was instructed with a different CTD approach including action research (AR), narrative inquiry (NI), and teacher study groups (TSGs). The instruction consisted of ten sessions each lasting ninety minutes. CALQ was the data collection instrument. The results demonstrated that action research and narrative inquiry contributed to teachers’ CBAL improvement while no evidence identified the effect teacher study groups might have on teachers’ CBAL.  The results could be utilized in designing instructional courses to increase pre-service and in-service teachers’ CBAL in a collaborative way, which has been proven to be efficient in enhancing learners’ achievements.

چکیده انگلیسی:

Classroom-based assessment literacy (CBAL) as one of the constituents of formative assessment has been highlighted due to its considerable role in enhancing students’ achievements. Various studies have been administered to examine the feasibility of expanding teachers’ classroom-based assessment literacy. On the other hand, studies on professional development (PD) demonstrated that collaboration is one of the significant features of effective professional development programs. Hence, this study explored the impact of collaborative teacher development (CTD) approaches on improving EFL teachers’ classroom-based assessment literacy. Ninety teachers participated in the study. They were divided into three experimental groups. Each group was instructed with a different CTD approach including action research (AR), narrative inquiry (NI), and teacher study groups (TSGs). The instruction consisted of ten sessions each lasting ninety minutes. CALQ was the data collection instrument. The results demonstrated that action research and narrative inquiry contributed to teachers’ CBAL improvement while no evidence identified the effect teacher study groups might have on teachers’ CBAL.  The results could be utilized in designing instructional courses to increase pre-service and in-service teachers’ CBAL in a collaborative way, which has been proven to be efficient in enhancing learners’ achievements.

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