The Impacts of Classroom Digital Literacy on EFL Iranian Teachers' Dynamic Assessment Quality Improvement
محورهای موضوعی : Journal of Teaching English Language Studies
Mohammad Raeisi
1
,
Davood Mashhadi Heidar
2
,
Mohammadreza Khodareza
3
1 - English Language Department, English Faculty, Tonekabon Islamic Azad University, Tonekabon, Iran
2 - Islamic Azad University of Tonekabon
3 - English Language Department, English Facuty, Tonekabon Islamic Azad University, Iran
کلید واژه: digital literacy, applicability of dynamic assessment, possibilities, process-oriented mechanism,
چکیده مقاله :
The purpose of this study was to investigate the impact of dynamic assessment as a processorientedmechanism on the digital classroom literacy of Iranian institute EFL teachers. Theparticipants were 168 male and female institute EFL teachers to whom the teachers' digitalclassroom literacy was studied in two groups. A truncated form of classroom checklist was alsogiven to the participants to assess their language proficiency. The participants were divided into2 groups based on the researcher’s task. 1 experimental group (84 females in group A and 84males in group B) and 1 control groups (21 females in group C and 21 males in group D). Thedynamic assessment was based on the digital literacy model adopted from Nawaz and Kundi(2010) consisting of frequency of usage of computers, internet and digital technology in EFLclassrooms. The control groups received the traditional assessment without modern technologies.The data were analyzed using one independent samples t tests, mean and the effect size. Theresults showed that the applicability of dynamic assessment considerably improved the digitalliteracy of the participants.
Alavi, M., & Taheri, P. (2014). Examining the Role of Dynamic Assessment in the
Development and Assessment of Listening Comprehension. ELT. 1, (2), 23-40.
Beckingham, S., & Belshaw, D. (2012). Connecting the digital dots: 21st century digital
literacies. Paper presented at the CITE Southampton Digital Litera Conference,
Southampton. http://www.slideshare.net/dajbelshaw/connectingthe- digital-dots-withsue-
beckingham-13325303
Birjandi, P. & Mosallanejad, P. (2011). An Overview of Testing and Assessment. From theory to
Practice. Sepahan Publication.
Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education:
Principles, Policy & Practice, 5(1), 7-74.
Broadfoot, P. (1996). Liberating the Learner through Assessment. In G. Claxton, T. Atkinson, M.
Osborn and M. Wallace (Eds.). Liberating the Learner. London: Routledge.
Bucking, D. (2007). Digital media literacies: Rethinking media education in the age of the
internet. Research in Comparative and International Education, 2, 45-54.
Buckingham, D. (2007). Digital media literacies: Rethinking media education in the age of the
Internet. Research in Comparative and International Education, 2, 42-55.
Chester, C., & Quilter, S. M. (1998). In-service teachers' perceptions of popular and unpopular
peers: A multi-method assessment. Developmental Psychology, 38 (5), 635-647.
Countryman, J. (1992). Writing to learn mathematics: Methods that work. Portsmouth:
Heinemann.
Even, R., & Tirosh, D. (2002). Teacher knowledge and understanding of students
Mathematical learning. In L.D. English (Ed.). Handbook of international research In
mathematics education (pp. 219- 240). New Jersey: Lawrence Erlbaum Associates.
Ezziane, Z. (2007). Information technology literacy: Implications on teaching and learning.
Educational Technology & Society, 10, 175-191.
Fraillon, J., et al (2013). International Computer and Information Literacy Study: Assessment
Framework. Amsterdam, the Netherlands. IEA Secretariat.
Garcia, E; Dunguy, K; Elbeltagi, I & Gilmour, N. (2013). An Evaluation of the Impact of
Academic Staff Digital Literacy on the use of Technology: A Case Study of UK Higher
Education. Barcelona, Spain.
Gillen, J. & Barton, D. (2010) Digital Literacies. Research briefing for the TLRP-TEL (Teaching
and Learning Research Programme – Technology Enhanced Learning). London: London
Knowledge Lab, Institute of Education.
Gipps, C. (1990). Assessment: A teacher's guide to the issues. London: Hodder & Stoughton.
Gronlund, N. E. (2003). Assessment of Student Achievement. Seventh ed. Custom edition for the
University of Alberta.
Hashemian, M & Fadaei, B. (2013). Fostering EFL learners' autonomy in light of portfolio
assessment: Exploring the potential impact of gender. IJLTR Journal. Urmia University.
1(2)Pp. 135-144.
Lam, R., & Lee. I. (2010). Balancing the dual functions of Portfolio Assessment. ELT Journal,
64 (1), 54-64.
Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment: Bringing the past into the future.
Journal of Applied Linguistics, 1, 49–74.
Latham-Koeing, Oxenden and Seligson (2013). American English File. USA. Oxford University
Press.
Nawaz & Kundi. (2013). Digital Literacy: An analysis of the Contemporary Paradigms. Journal
of Science and Technology Education Research, 1 (2), pp. 19-29.
Norton, B (2013). Identity, Literacy, and English Language Teaching. Iranian Journal of
Language Teaching Research. Urmia. IJLTR. Urmia University Press.
Plake B, S & Impara, C. (1993). Assessment Literacy Inventory Survey. University of Nebraska.
Lincoln. https://www.surveymonkey.com
Poehner, M. E. (2005). Dynamic assessment of oral proficiency among advanced L2 learners of
French.Unpublished dissertation. Pennsylvania State University.
Shepard, L., A. (2000). The Role of Assessment in a Learning Culture. Educational Researcher.
Vol, 29, No, &, pp, 4-14. Retrieved from: http.//www.jstor.org.
Stiggins, R.J. (2002). Where is our assessment future and how can we get there from here? In R.
W. Lissitz and W.D. Schafer (Eds.). Assessment in educational reform: Both means and
ends (112-125). Boston: Allyn and Bacon.
Stiggins, R & Chappuis, J. C. (2005). Using Student-Involved Classroom Assessment to Close
Achievement Gaps. Theory into practice, 441, 11-18. Retrieved from
https://www.jstor.org/
Stobart, G. (2008) Testing times: The uses and abuses of assessment, New York/London:
Routledge.
Susuwele-Banda, W., J. (2005). Classroom Assessment in Malawi: Teachers’ Perceptions and
Practices in Mathematics. Blacksburg, Virginia. Dissertation unpublished. Virginia
Polytechnic Institute and State University.
Taras, M. (2010). Assessment for learning: assessing the theory and evidence Maddalena Tarasa.
Procedia Social and Behavioral Sciences 2 (2010) 3015–3022. Available on line at http//:
www.sciencedirect.com
15
Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber & A. S. Carton (eds.)., The
collected works of L. S. Vygotsky. Vol. 1. Problems of general psychology (pp. 39-285)..
New York: Plenum.
Waycott, J et al. (2010). Digital Divides? Student and Staff Perceptions of Information and
Communication Technologies, Computers and Education, 54, pp. 1202-1211.
