EFL Teachers’ Perceptions and Practices of Alternative Assessment Strategies and Their Relationship with Teacher Reflection
محورهای موضوعی : language teachingمصطفی 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.
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