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دسترسی آزاد مقاله
1 - استفاده از تکنیک ترکیبیTOPSIS-DEA به منظور ارائه رویکردی در جهت ارزیابی چنددوره ای شرکت های پذیرفته شده در بورس اوراق بهادار تهران
دکتر عباس طلوعی اشلقی دکتر فریدون رهنمای رودپشتی کاوه عبدالوندسرمایه گذاران بالقوه و استفاده کنندگان از اطلاعات مالی و غیر مالی برآنند تا شرکت های موفق را از شرکت های ناموفقتمیز دهند تا بدین وسیله تصمیمات سرمای هگذاری مناسب تری را اتخاذ نمایند. به دلیل این که ارزیابی عملکرد ابعادی چندگانهو ماهیتی پویا و وابسته به زمان دارد، ارزیاب چکیده کاملسرمایه گذاران بالقوه و استفاده کنندگان از اطلاعات مالی و غیر مالی برآنند تا شرکت های موفق را از شرکت های ناموفقتمیز دهند تا بدین وسیله تصمیمات سرمای هگذاری مناسب تری را اتخاذ نمایند. به دلیل این که ارزیابی عملکرد ابعادی چندگانهو ماهیتی پویا و وابسته به زمان دارد، ارزیابی های معمولی نم یتواند جنبه های مختلف عملکرد را در طول زمان نشان دهددر این مقاله ازMADMچند دوره ای برای ارزیابی به عنوان شاخص های ورودی درDEAاطلاعات (شامل وزن و مقادیر شاخص ها) در دوره های متفاوتی ارائه می شود، بنابراین وزن شاخ صها و مقادیر آنها برای هرگزینه پویا خواهد بود. در روندها نیز چون آخرین رخدادها اغلب مه متر هستند، بطور طبیعی وزن بیشتری را به خوداختصاص م یدهند. بنابراین می توان گفت که تصمی مگیری بر اساس رو شهای مستقل از زمان مناسب نم یباشد، و در نظرگرفتن چند دوره در اندازه گیری عملکرد گزینه ها، نه تنها لازم بلکه حیاتی است. محققان پیشین کمتر به این مساله پرداخته اندو در نتیجه اغلب مدل های پیشین در مسائل ارزیابی، فقط از یک جدول تصمیم که مربوط به آخرین دوره بود، استفادهمی کردند .در این مقاله سعی شده است که با نتایج ادغام شده ماتریس های چند دوره گذشته، در تحلیل کارایی از مدل ترکیبی DEA و TOPSISاستفاده شود .یک واحد تصمیم گیری ایده آل مجازی به مدلDEAاضافه خواهد ش د و دو واحد تصمیمگیری مجازیADMU و IDMU،برای شکل دهی ساختار دو مدلDEAبرای محاسبه بهترین و بدترین کارایی نسبی ممکنبرای محاسبه بهترین و بدترین کارایی نسبی ممکنTOPSISیکپارچه می شوند، تا یک شاخص ترکیبی بنام نزدیکینسبی(RC) بهIDMUرا بوجود آورند .شاخص RC بعنوان معیار ارزیابی کلی هرDMU مورد استفاده قرار می گیرد،تا بر پایه آن یک رتبه بندی کلی برای تمامی DMU ها بدست آید. پرونده مقاله -
دسترسی آزاد مقاله
2 - A Mixed Method Study of Interventionist DA: A Case of Introvert vs. Extrovert EFL Learners’ Academic Essay Writing
مهدیه شفیع پور فرناز لطیفToday, great a number of assessment methods have been practiced in educational systems. However, Dynamic Assessment (DA), as the modern assessment method with its emphasis on improvement and development of learning through joining teaching and assessment, is of paramoun چکیده کاملToday, great a number of assessment methods have been practiced in educational systems. However, Dynamic Assessment (DA), as the modern assessment method with its emphasis on improvement and development of learning through joining teaching and assessment, is of paramount significance. Thus, one can call DA as a major and revolutionizing factor in teaching and assessment. So far, some conducted studies have dealt with the efficacy of DA on different language areas. In line with the relevant studies conducted, the present study worked on the effect of interventionist DA on introvert versus extrovert learners’ academic essay writing in English language translation students at Islamic Azad University Shahr-e-Qods Branch. As a result, it was confirmed that DA had a statistically significant effect on the academic essay writing of both Iranian introvert and extrovert EFL learners. Furthermore, there was a statistically significant difference between the performances of the extroverts vs. introverts on academic essay writing while applying interventionist DA. In other words, the extroverts had higher scores in their posttests compared to the introverts. Moreover, the results of the attitude questionnaire revealed that the extroverts had more positive attitude towards the application of DA than the introverts. پرونده مقاله -
دسترسی آزاد مقاله
3 - Mediated Learning Experience as a Multi-Dimensional Approach in ELT: A Meticulous and Elaborate Taxonomy
Effat Hadidi Zavareh Abdollah Baradaran Bahram MowlaieThis article tries to delineate different aspects of Mediated Learning Experience (MLE) in detail: MLE as a model of learning in psychology, MLE as a dynamic assessment methodology, and MLE as a basis for designing a course. This article tries to delineate different asp چکیده کاملThis article tries to delineate different aspects of Mediated Learning Experience (MLE) in detail: MLE as a model of learning in psychology, MLE as a dynamic assessment methodology, and MLE as a basis for designing a course. This article tries to delineate different aspects of Mediated Learning Experience (MLE) in detail: MLE as a model of learning in psychology, MLE as a dynamic assessment methodology, and MLE as a basis for designing a course. MLE, well-known as Feuerstein's theory, is presented as a model of learning in psychology for enhancing cognitive functioning and problem-solving skills in children with cognitive challenges. Some other studies and scholars such as Poehner (2008) consider MLE as a dynamic assessment methodology because in dynamic assessment, assistance emerges from the interaction between the mediator and the learner. The other studies look at MLE as a holistic and integrative approach which is able to prepare a course. Definition of MLE principles and a meticulous and elaborate analysis of the first five MLE principles in different studies, entitled as MLE Taxonomy, are presented in a table at the end of the article. پرونده مقاله -
دسترسی آزاد مقاله
4 - Effect of Group Dynamic Assessment on the Development of Learners’ Listening Comprehension: A Case of Female Iranian EFL Learners
Mahshid Ghenaat Fariba Rahimi Esfahani Sajad Shafiee Mehrdad SepehriThis study aimed to examine the impact of Group Dynamic Assessment (G-DA) on the listening comprehension of Iranian intermediate EFL learners. To this purpose, through the Preliminary English Test (PET) 140 Iranian EFL female learners in four English Language Institutes چکیده کاملThis study aimed to examine the impact of Group Dynamic Assessment (G-DA) on the listening comprehension of Iranian intermediate EFL learners. To this purpose, through the Preliminary English Test (PET) 140 Iranian EFL female learners in four English Language Institutes of Ahvaz, Iran, were tested, and 80 of them were selected as the sample of the study using convenience sampling. They were taught through group dynamic assessment. After the pretest and treatment sessions, the participants were given the listening comprehension post-test and the resultant scores were statistically analyzed to detect their development from pretest to post-test. The obtained results revealed that Group Dynamic Assessment (G-DA) had a positive impact on the participants’ listening comprehension. This finding implies that EFL teachers may need to consider the positive impact of dynamic assessment on EFL learners’ listening comprehension improvement and provide them with more opportunities to interact. They may also need to create a change in the traditional models of listening comprehension assessment which emphasize psychometric quantification of students' performances. پرونده مقاله -
دسترسی آزاد مقاله
5 - Combined Effect of Critical Thinking and Dynamic Assessment on Enhancing Iranian EFL Learners’ Writing Performance: A Focus on Teaching Writing Strategies
Raheleh Taheri Hossein Vahid Dastjerdi Omid Tabatabaei Hadi SalehiThis study aimed to explore the combined impacts of critical thinking and dynamic Assessment on enhancing the writing performance of Iranian EFL learners, specifically focusing on teaching writing strategies. We selected 80 intermediate-level participants from a pool of چکیده کاملThis study aimed to explore the combined impacts of critical thinking and dynamic Assessment on enhancing the writing performance of Iranian EFL learners, specifically focusing on teaching writing strategies. We selected 80 intermediate-level participants from a pool of approximately 200 language learners at an accredited institute (Gooyesh). These participants were divided equally into two experimental and control groups. The experimental group (EG) received writing strategies through the application of critical thinking principles and dynamic assessment. The control group (CG) received writing strategies through traditional methods without receiving critical thinking or dynamic assessment principles. The two groups underwent a writing pre-test to assess their initial writing skills, and after the treatment, to measure their writing improvement, they took a post-test using the same evaluation criteria as those of the pre-test. Then, appropriate statistical tools were employed to gauge the participants' writing progress as a result of the instructional methods. The results indicated that integrating dynamic assessment and critical thinking strategies significantly improved participants' written communication skills. These findings hold promise for EFL instructors, curriculum designers, and material developers. پرونده مقاله -
دسترسی آزاد مقاله
6 - Developing Highschool EFL Learners' Autonomy Through Web-based Dynamic Assessment in Iran
Abolfazal Fathi Mortaza Asalrasouli . Davud KuhiIt is assumed that web-based dynamic assessment will continue to thrive and have a profound role in pedagogy. In this regard, an explanatory sequential mixed-methods design was selected to consider the effect of web-based dynamic assessment on learners' autonomy. A samp چکیده کاملIt is assumed that web-based dynamic assessment will continue to thrive and have a profound role in pedagogy. In this regard, an explanatory sequential mixed-methods design was selected to consider the effect of web-based dynamic assessment on learners' autonomy. A sample of 60 high school EFL learners was selected non-random for this purpose, and they were categorized into two groups web-based dynamic assessment and the control group based on the convenience sampling method. the learners’ autonomy questionnaire was used as a data-gathering tool for the pretest and posttest in autonomy. The high school students were exposed to web-based DA via a designed web, based on the student's level and need in grammar. However, control learners learned grammar through the traditional or conventional method of instruction. Based on Mann-Whitney U-test results, the learners’ autonomy means scores in web-based DA increased in comparison to those of the control group. The platform and methods employed in this study produce results that are encouraging for the field of language instruction and could produce motivational outcomes in the future. The pedagogical implications of the study will be discussed. پرونده مقاله -
دسترسی آزاد مقاله
7 - Impact of Written Corrective Feedback via Dynamic Assessment on Iranian EFL Learners’ Writing: Micro and Macro Levels
Mohammad Reza Rafizade Tafti Fariba Rahimi Sajad ShafieeThe present study aimed to assess the effects of written corrective feedback (WCF) on Iranian EFL learners' writing at the macro (i.e., rhetorical organization, task response, cohesion, and coherence) and micro levels (i.e., lexical resource, punctuation, grammatical ra چکیده کاملThe present study aimed to assess the effects of written corrective feedback (WCF) on Iranian EFL learners' writing at the macro (i.e., rhetorical organization, task response, cohesion, and coherence) and micro levels (i.e., lexical resource, punctuation, grammatical range, and accuracy) with a dynamic assessment approach in focus. To this end, the Oxford Quick Placement Test was administered to 150 male and female Iranian EFL learners, of whom 80 homogeneous intermediate learners were selected and assigned to an experimental group and a control group. The two groups received WCF in the sense that the teacher provided symbols such as WW for the wrong word, SP for spelling, T for tense, WO for word order, etc. while marking their written productions. The difference was that the experimental group experienced dynamic assessment of L2 writing during the term (in which the teacher taught and tested the learners in an ongoing fashion and provided prompts, hints, support, and encouragement every session), whereas the participants in the control group experienced a conventional class, devoid of an ongoing dynamic assessment component. At the end of the treatment, the collected data were statistically analyzed. The results showed that although the experimental group significantly outpaced the control group regarding the micro-levels of writing, no substantial difference was detected between the macro levels of writing in both groups. It was, thus, concluded that written corrective feedback along with the dynamic assessment can significantly improve the writing of the students at micro-levels. پرونده مقاله -
دسترسی آزاد مقاله
8 - Continuing Professional Development (CPD): Development of a New Scale to Measure EFL Teachers' CPD
Mehrdad Mohajerpour حسین خدابخش زاده Khalil Motallebzadeh محمد علی فاطمیTeachers' continuing professional development (CPD) is currently an engrossing area worldwide. Nevertheless, despite the growing range of literature concentrating on certain aspects of CPD, there is a paucity of literature addressing a measurement scale to know where te چکیده کاملTeachers' continuing professional development (CPD) is currently an engrossing area worldwide. Nevertheless, despite the growing range of literature concentrating on certain aspects of CPD, there is a paucity of literature addressing a measurement scale to know where teachers are standing and act as a motivating role. The purpose of this study was to construct and validate a new scale for measuring EFL Teachers' CPD. This scale is considered pristine because of the added characteristics of Dynamic Assessment (DA) as another aspect of improving teachers' CPD. The present study further sought to establish the validity and reliability of the questionnaire, as well as add more value and precision to the pre-existing inventories available. Moreover, in this study, the developed scale was validated through piloting the items, and the factor analysis confirmed the five-factor questionnaire. With reference to the final results, the questionnaire was found to be reliable, having internal consistency by performing Cronbach's Alpha analysis. Cronbach's alpha of .91 indicated a high internal consistency. The CPD questionnaire was validated via exploratory factor analysis to establish a new validated scale to evaluate teachers' current level of CPD. The results are discussed in the context of language teaching, and based on that, authorities and administrators should be attentive to the results. Future studies can use a mixed-method approach to evaluate teachers’ CPD by employing a questionnaire and interviews. پرونده مقاله -
دسترسی آزاد مقاله
9 - Computer-Based Dynamic Assessment of EFL Learners’ Writing Performance: Evidence from Both Cognitive and Emotive Domains
Solmaz MovahedFar Gholam-Reza Abbasian Alireza AmeriThis present study was carried out to investigate the effect of computer-based dynamic assessment (CBDA) on Iranian EFL learners’ performance in writing and their attitude towards CBDA. To do so, 60 intermediate EFL learners were chosen out of 120 EFL learners bas چکیده کاملThis present study was carried out to investigate the effect of computer-based dynamic assessment (CBDA) on Iranian EFL learners’ performance in writing and their attitude towards CBDA. To do so, 60 intermediate EFL learners were chosen out of 120 EFL learners based on their performance on the Nelson Language Proficiency Test. Next, they were randomly divided into two equal groups; CBDA as the experimental group and a control group. Based on a pretest and posttest design, group-specific writing instruction followed by an attitude questionnaire was conducted. The experimental group underwent CBDA while the control group was exposed to the conventional writing skill instruction. The pertinent parametric and nonparametric statistical analyses indicated both significant differences between the CBDA and control groups on developing writing performance, on the one hand, and positive attitude towards CBDA, on the other. The study’s findings suggest that teaching and assessing writing skills through a computer can improve students’ performance in writing. Alongside its theoretical contributions to the field, it may assure the practitioners of the cognitive and emotive applicability and efficacy of CBDA in EFL settings in general and in teaching writing skills in particular. پرونده مقاله -
دسترسی آزاد مقاله
10 - Iranian TOEFL iBT and the IELTS Teachers’ Views on the Structure of the TOEFL iBT and IELTS Receptive and Productive Sections in terms of Dynamic and Static Assessment
Arezoo Daneshvar Mohammad Bagheri فیروز صدیقی Lotfollah Yarmohammadi Mortaza YaminiThis mixed-methods design study investigated Iranian TOEFL iBT and IELTS teachers’ views on thestructure of the TOEFL iBT and IELTS receptive and productive sections from the yardsticks of dynamicand static assessment. It also examined the conformity level of the چکیده کاملThis mixed-methods design study investigated Iranian TOEFL iBT and IELTS teachers’ views on thestructure of the TOEFL iBT and IELTS receptive and productive sections from the yardsticks of dynamicand static assessment. It also examined the conformity level of the receptive and productive sections ofTOEFL iBT and IELTS to dynamic assessment and static assessment standards. To achieve the objectivesof the study, 100 information-rich TOEFL iBT and IELTS teachers selected based on purposive andsnowball sampling completed two 8-item researcher-made questionnaires on the underlying features ofthese exams. To cross-validate the quantitative results, we performed semi-structured interviews with 10informed teachers selected through purposive sampling from among the questionnaire respondents. Thesemi-structured data were content analyzed using a researcher-made framework categorizing thedistinctive dynamic assessment and static assessment features. The results of the qualitative phasecorroborated those of the quantitative part revealing that these exams mainly conform to static assessmenttenets and that they enjoy only a few dynamic assessment features. The pedagogical implications of thefindings are also explicated. پرونده مقاله -
دسترسی آزاد مقاله
11 - The Effect of Interventionist Dynamic Assessment on Language Learners’ Reading Comprehension
Hossein Shokri Mohammad Reza KhodarezaCollaborative Reading Strategies could help language learners to develop a more teamwork environment for students. and in this research study, researchers investigate the effect of peer-assisted mediation vs. tutor-intervention within interventionist dynamic assessment چکیده کاملCollaborative Reading Strategies could help language learners to develop a more teamwork environment for students. and in this research study, researchers investigate the effect of peer-assisted mediation vs. tutor-intervention within interventionist dynamic assessment on the reading comprehension of Iranian intermediate learners. For this purpose, 60 language learners were recruited as the main participants of the study. They were divided into three groups: Experimental group A as peer-mediation, experimental group B as tutor-intervention, group C as control. After this, a pre-test of reading comprehension was given to all the groups. Each group of participants received their own treatment. The treatment took 12 sessions. One session was allocated to proficiency test and pretest and one session for posttest. At the end of the treatment the post test was administered. Findings suggested that involving learners in literature peer mediation and tutor intervention in an interventionist dynamic atmosphere can have significantly positive effects on their reading comprehension. The results of the findings could help language learners to make decision about their own learning experience. They, could also become autonomous who will have enough courage to participate in group discussion. Finding out the effect of interventionist dynamic assessment either with the help of classmates (more knowledgeable peers) or teachers on language skills such as reading comprehension can be of high importance in an EFL context. Iranian EFL teachers and materials developers can benefit from the findings of this study by providing students with suitable tasks based on their assessment needs. پرونده مقاله -
دسترسی آزاد مقاله
12 - The Effect of Interventionist Dynamic Assessment on Language Learners’ Reading Comprehension
Hossein Shokri Mohammad Reza KhodarezaCollaborative reading strategies could help language learners to develop a more teamwork environment for students. Moreover, in this research study, researchers investigate the effect of peer-assisted mediation versus. tutor intervention within the interventionist dynam چکیده کاملCollaborative reading strategies could help language learners to develop a more teamwork environment for students. Moreover, in this research study, researchers investigate the effect of peer-assisted mediation versus. tutor intervention within the interventionist dynamic assessment on the reading comprehension of intermediate EFL learners. For this purpose, 60 language learners were recruited as the main participants of the study. They were divided into three groups: experimental group A as peer-mediation, experimental group B as tutor-intervention, group C as control. After this, a pretest of reading comprehension was given to all the groups. Each group of participants underwent the treatment which lasted 12 sessions. One session was allocated to the proficiency test and pretest and one session for the posttest. At the end of the treatment, the posttest was administered. The findings suggested that involving learners in literature peer mediation and tutor intervention in an interventionist dynamic atmosphere can significantly and positively affect their reading comprehension. The results of the findings could help language learners to decide their own learning experience. Furthermore, EFL teachers and materials developers can benefit from the findings of this study by providing students with practical tasks based on their assessment needs. پرونده مقاله
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