EFL Teachers’ Perceptions and Practices of Alternative Assessment Strategies and Their Relationship with Teacher Reflection
محورهای موضوعی : English Language Teaching (ELT)مصطفی نراقی زاده 1 , فرامرز عزیز ملایری 2 , حمید رضا خلجی 3
1 - گروه زبان انگلیسی ، واحد ملایر، دانشگاه آزاد اسلامی ، ملایر، ایران
2 - گروه زبان انگلیسی ، واحد ملایر، دانشگاه آزاد اسلامی ، ملایر، ایران
3 - گروه زبان انگلیسی ، واحد ملایر، دانشگاه آزاد اسلامی ، ملایر، ایران
کلید واژه: Alternative Assessment, Reflection, Formative Assessment, Assessment, Traditional assessment,
چکیده مقاله :
Formative Assessment plays a significant role in classrooms in understanding how students progress in their learning activities. The attitudes of teachers towards application of Alternative Assessment (AA) strategies in English language classroom are considered important as they can affect the teachers’ overall performance in the classroom. The aim of the current study was to examine EFL teachers’ perceptions regarding alternative assessment strategies and their relationship while correlated with teacher reflections and perceptions. In order to conduct this study, a mixed-methods design was adopted. The participants who attended the quantitative and qualitative phases were 81 students and 30 EFL teachers, respectively. In order to collect the research data, two research instruments were used: the teacher reflection questionnaire (Akbari et al., 2010) and the teachers’ perceptions of alternative assessment questionnaire (Elharrar, 2006). The Pearson correlation coefficient statistical test was run for the quantitative data, and the data of the qualitative nature was processed through content-analysis procedure. The findings from the qualitative data were presented using frequency and percentage. Further discussions were provided using the findings from the quantitative data analysis. The results from this phase of analysis illustrated that there was a significant positive relationship between EFL teachers’ reflection and their experience of implementing alternative assessment strategies. The findings of this study may render implications for EFL teachers, teacher trainers, and the assessment administrates.
ارزشیابی نقش مهمی در کلاس های درس در درک چگونگی پیشرفت دانش آموزان در فعالیت های یادگیری روزانه ایفا می کند. در این مقاله هر دو جنبه ارزشیابی و یادگیری ارزشیابی مورد توجه قرار گرفته است. نگرش معلمان نسبت به کاربرد استراتژی های ارزیابی جایگزین (AA) در کلاس درس زبان انگلیسی مهم تلقی می شود زیرا می تواند بر عملکرد کلی معلمان در کلاس تأثیر بگذارد. هدف پژوهش حاضر بررسی ادراکات معلمان زبان انگلیسی در مورد راهبردهای ارزشیابی جایگزین و رابطه آنها با تأمل معلم است و به منظور انجام این پژوهش، طرحی ترکیبی اتخاذ شده است. شرکت کنندگان در بخش کمی و کیفی 81 و 30 معلم زبان انگلیسی دارای مدرک کارشناسی ارشد و دکتری بودند. مدرک در آموزش زبان برای انجام پژوهش از دو ابزار پرسشنامه بازتاب معلم (اکبری و همکاران، 2010) و ادراک معلمان از ارزشیابی جایگزین (الهرار، 2006) استفاده شد که یک پرسشنامه باز بود. داده ها با استفاده از همبستگی پیرسون و تحلیل محتوا مورد تجزیه و تحلیل قرار گرفت. نتایج برای داده های کیفی با استفاده از فراوانی و درصد ارائه شد و در مقاله مورد بحث قرار گرفت. این نتیجه مرحله کمی نشان داد که بین بازتاب معلمان زبان انگلیسی و اتخاذ راهبردهای ارزیابی جایگزین رابطه مثبت و معناداری وجود دارد. یافته‌های این مطالعه ممکن است مفاهیمی را برای معلمان زبان انگلیسی، مربیان معلمان و مدیران ارزیابی ایجاد کند.
Ahmad, S., Sultana, N., & Jamil, S. (2020). Behaviorism vs constructivism: A paradigm shift from traditional to alternative assessment techniques. Journal of Applied Linguistics and Language Research, 7(2), 19-33.
Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38(2), 211-227.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.
Atjonen, P. (2014). Teachers’ views of their assessment practice. Curriculum Journal, 25(2), 238-259.
Babaii, E., & Asadnia, F. (2019). A long walk to language assessment literacy: EFL teachers’ reflection on language assessment research and practice. Reflective Practice, 20(6), 745-760.
Barnard Bachelor, R. (2017). Alternative assessments and student perceptions in the world language classroom. Online Submission, 6, 30-44.
Barnes, N., Fives, H., & Dacey, C. M. (2017). US teachers' conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107-116.
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25.
Black, P. (2004). Purposes for assessment. In J. Gilbert (ed.), The routledgefalmer reader in science education (pp.189–198). London: Routledge, . science education, 189-198.
Black, P., & Jones, J. (2006). Formative assessment and the learning and teaching of MFL: sharing the language learning road map with the learners. Language Learning Journal, 34(1), 4-9.
Bragg, L. A., & Lang, J. (2018). Collaborative teacher educator reflection as an approach to (re) designing a mathematics education assessment task. Mathematics Teacher Education and Development, 20(3), 80-101.
Breda, A., Pino-Fan, L. R., & Font, V. (2017). Meta didactic-mathematical knowledge of teachers: criteria for the reflection and assessment on teaching practice. EURASIA Journal of Mathematics, Science and Technology Education, 13(6), 1893-1918.
Brindley, G. (2001). Outcomes-based assessment in practice: Some examples and emerging insights. Language Testing, 18(4), 393-407.
Burkšaitienė, N., & Teresevičienė, M. (2008). Integrating alternative learning and assessment in a course of English for law students. Assessment & Evaluation in Higher Education, 33(2), 155-166.
Chang, B. (2019). Reflection in learning. Online Learning, 23(1), 95-110.
Charvade, M. R., Jahandar, S., & Khodabandehlou, M. (2012). The impact of portfolio assessment on EFL learners' reading comprehension ability. English Language Teaching, 5(7), 129-139.
Chen, S., & Wang, J. (2019). Effects of task-based language teaching (TBLT) approach and language assessment on students' competences in intensive reading course. English Language Teaching, 12(3), 119-138.
Cheng, M. H. (2006). Junior secondary science teachers’ understanding and practice of alternative assessment in Hong Kong: Implications for teacher professional development. Canadian Journal of Science, Mathematics and Technology Education, 6(3), 227-243.
Chirimbu, S. (2013). Using alternative assessment methods in foreign language teaching. Case study: Alternative assessment of business English for university students. Buletinul Stiintific al Universitatii Politehnica din Timisoara, Seria Limbi Moderne, 12, 91-99.
Cho, H. J., Yough, M., & Levesque-Bristol, C. (2020). Relationships between beliefs about assessment and self-regulated learning in second language learning. International Journal of Educational Research, 99, 101505.
Colby-Kelly, C., & Turner, C. E. (2007). AFL research in the L2 classroom and evidence of usefulness: Taking formative assessment to the next level. Canadian Modern Language Review, 64(1), 9-37.
Demir, M., Tananis, C. A., & Trahan, K. W. (2019). Evaluation of alternative assessment methods used in elementary schools. Egitim ve Bilim, 44(197).
Dewey, J. (1933). How we think. A restatement of the relation of reflective thinking to the educative process (2nd edition). DC Heath and Company.
Deygers, B., & Malone, M. E. (2019). Language assessment literacy in university admission policies, or the dialogue that isn’t. Language Testing, 36(3), 347-368.
Diep, A. N., Zhu, C., Cocquyt, C., De Greef, M., Vo, M. H., & Vanwing, T. (2019). Adult learners' needs in online and blended learning. Australian Journal of Adult Learning, 59(2), 223-253.
Dockrell, J. E., & Marshall, C. R. (2015). Measurement issues: Assessing language skills in young children. Child and Adolescent Mental Health, 20(2), 116-125.
Elharrar, Y. (2006). Teacher assessment practices and perceptions: the use of alternative assessments within the quebec educational reform. Unpublished thesis. Montreal: Université du Québec à Montréal.
Farhady, H., & Tavassoli, K. (2018). Developing a language assessment knowledge test for EFL teachers: A data-driven approach. Iranian Journal of Language Teaching Research, 6(3 (Special Issue)), 79-94.
Ghazalbash, N., & Afghari, A. (2015). Relationship between burnout and reflective teaching among EFL teachers. International Journal of Foreign Language Teaching and Research, 3(12), 41-51.
Gorski, P. C., & Dalton, K. (2020). Striving for critical reflection in multicultural and social justice teacher education: Introducing a typology of reflection approaches. Journal of Teacher Education, 71(3), 357-368.
Guzman‐Orth, D., Lopez, A. A., & Tolentino, F. (2017). A framework for the dual language assessment of young dual language learners in the United States. ETS Research Report Series, 2017(1), 1-19.
Hamp-Lyons, L. (2016). 2. Purposes of assessment. In D. Tsagari & J. Banerjee (Ed.), Handbook of Second Language Assessment (pp. 13-28). Berlin, Boston: De Gruyter Mouton. Hancock, C. R. (1994). Alternative assessment and second language study: What and why? ERIC Digest.
Hayden, H. E., & Chiu, M. M. (2015). Reflective teaching via a problem exploration–teaching adaptations–resolution cycle: A mixed methods study of preservice teachers’ reflective notes. Journal of Mixed Methods Research, 9(2), 133-153.
Holzinger, A., Lettner, S., Steiner-Hofbauer, V., & Melser, M. C. (2020). How to assess? Perceptions and preferences of undergraduate medical students concerning traditional assessment methods. BMC Medical Education, 20(1), 1-7.
Huerta-Macías, A. (2002). Alternative Assessment: Responses to Commonly Asked Questions. In J. Richards & W. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (Cambridge Professional Learning, pp. 338-343). Cambridge: Cambridge University Press. .
Jalilzadeh, K., & Dastgoshadeh, A. (2011). Role of alternative assessment techniques in improvement EFL learners’ speaking skill (Iranian EFL Setting). International Journal of Asian Social Science, 1(2), 27-35.
Khan, R. (2018). What is assessment? Purposes of assessment and evaluation. The TESOL Encyclopedia of English Language Teaching, 1-7.
Lee, A., Hawley, K., Browder, D. M., Flowers, C., & Wakeman, S. (2016). Teaching writing in response to text to students with developmental disabilities who participate in alternate assessments. Education and Training in Autism and Developmental Disabilities, 238-251.
Liljedahl, P. (2010). The four purposes of assessment. Vector, 2, 4-12.
López Mendoza, A. A., & Bernal Arandia, R. (2009). Language testing in Colombia: A call for more teacher education and teacher training in language assessment. Profile: Issues in Teachers' Professional Development, 11(2), 55-70.
Mazloomi, S., & Khabiri, M. (2018). The impact of self-assessment on language learners’ writing skill. Innovations in Education and Teaching International, 55(1), 91-100.
McCallum, L. (2020a). Traditional assessment and encouraging alternative assessment that promotes learning. In Sahbi Hidri (Ed.), Perspectives on Language Assessment Literacy: Challenges for Improved Student Learning (pp. 30-49), London, Routledge.
McCallum, L. (2020b). Traditional assessment and encouraging alternative assessment that promotes learning: Illustrations from EAP. In Perspectives on Language Assessment Literacy (pp. 33-51). Routledge.
Monib, W. K., Karimi, A. Q., & Nijat, N. (2020). Effects of alternative assessment in EFL classroom: A systematic review. American International Journal of Education and Linguistics Research, 3(2), 7-18.
Moqbel, M. S. S. (2020). Using alternative assessment to assess undergraduate EFL students at Yemeni universities: Challenges from the perspectives of faculty. ELS Journal on Interdisciplinary Studies in Humanities, 3(3), 440-458.
Nezakatgoo, B. (2011). The effects of portfolio assessment on writing of EFL students. English Language Teaching, 4(2), 231-241.
Paterno, J. (2001). Measuring success: A glossary of assessment terms. In Building cathedrals: Compassion for the 21st century. http://angelfilre.com/wa2/buildingcathedrals/measuringsuccess.html
Pierce, L. V., & O'Malley, J. M. (1992). Performance and portfolio assessment for language minority students. National Clearinghouse for Bilingual Education.
Pirtsiou, F., & Rousoulioti, T. (2020). Perceptions and attitudes towards the use of traditional and alternative assessment focusing in the use of portfolios. 1st international conference on language teaching and learning in the 21 century,
Popova, A., Evans, D., Breeding, M. E., & Arancibia, V. (2018). Teacher professional development around the world: The gap between evidence and practice. World Bank Policy Research Working Paper(8572).
Price, K. W., Meisinger, E. B., Louwerse, M. M., & D'Mello, S. K. (2012). Silent reading fluency using underlining: Evidence for an alternative method of assessment. Psychology in the Schools, 49(6), 606-618.
Razmjoo, S. A., & Riazi, A. M. (2006). Is communicative language teaching practical in the expanding circle. Journal of Language and Learning, 4(2), 144-171.
Renau Renau, M. L. (2016). A review of the traditional and current language teaching methods. International Journal of Innovation and Research in Educational Sciences, 3, 2349-5219.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842-866.
Schön, D. A. (1983). The reflective practitioner. How professionals think in action. New York: Basic Book.
Seban, D. (2009). Researching reflective field practices of elementary pre‐service teachers: two‐dimensional analysis of teacher narratives. Reflective Practice, 10(5), 669-681.
Shohamy, E., Or, I. G., & May, S. (2017). Language testing and assessment. Springer.
Shrestha, M., & Roffey, C. (2018). An alternative to traditional assessment: The debate showcase. Journal of Education and Research, 8(2), 5-31.
Snead, L. O., & Freiberg, H. J. (2019). Rethinking student teacher feedback: Using a self-assessment resource with student teachers. Journal of Teacher Education, 70(2), 155-168.
Soodmand Afshar, H., & Farahani, M. (2018). Inhibitors to EFL teachers’ reflective teaching and EFL learners’ reflective thinking and the role of teaching experience and academic degree in reflection perception. Reflective Practice, 19(1), 46-67.
Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kappan, 72(7), 534-539.
Stiggins, R. J. (1994). Student-centered classroom assessment. Merrill New York.
Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765.
Tsui, C. (2018). Teacher efficacy: A case study of faculty beliefs in an English-medium instruction teacher training program. Taiwan Journal of TESOL, 15(1), 101-128.
Van Manen, M. (1977). Linking ways of knowing with ways of being practical. Curriculum inquiry, 6(3), 205-228.
Widiastuti, I. A. M. S., Mukminatien, N., Prayogo, J. A., & Irawati, E. (2020). Dissonances between teachers' beliefs and practices of formative assessment in EFL classes. International Journal of Instruction, 13(1), 71-84.
Wiggins, G. (1993). Assessment: Authenticity, context, and validity. Phi Delta Kappan, 75(3), 200-213.
Worthen, B. R. (1993). Critical issues that will determine the future of alternative assessment. Phi Delta Kappan, 74(6), 444-454.
York-Barr, J., Sommers, W., Ghere, G., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators . Corwin Press, Thousand Oaks.
Zaim, M. (2020). Authentic assessment for speaking skills: Problem and solution for English secondary school teachers in Indonesia. International Journal of Instruction, 13(3), 587-604.
Ziafar, M. (2017). Precision language teaching as the realization of dynamic alternative assessment in language classrooms. Annals of Language and Literature, 1(2), 9-19.
Zohrabi, M., Torabi, M. A., & Baybourdiani, P. (2012). Teacher-centered and/or student-centered learning: English language in Iran. English Language and Literature studies, 2(3), 18-33.
