The Language Assessment Literacy Needs of Iranian EFL Teachers with a Focus on Reformed Assessment Policies

Autor/inn/en	Firoozi, Tahereh; Razavipour, Kioumars; Ahmadi, Alireza
Titel	The Language Assessment Literacy Needs of Iranian EFL Teachers with a Focus on Reformed Assessment Policies
Quelle	In: Language Testing in Asia, 9 (2019), Artikel 2 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Firoozi, Tahereh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-0443
DOI	10.1186/s40468-019-0078-7
Schlagwörter	Foreign Countries; Evaluation Methods; Teacher Competencies; Language Teachers; English (Second Language); Second Language Instruction; Educational Change; Teacher Attitudes; Administrator Attitudes; Curriculum Development; Language Tests; Faculty Development; Scoring Rubrics; Thinking Skills; Reading Comprehension; Listening Comprehension; Language Skills; Oral Language; Iran + Suchen Sie Ihr Suchwort? Ausland; Lehrkunst; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Bildungsreform; Lehrerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Language test; Sprachtest; Scoring formulas; Auswertungsbogen; Denkfähigkeit; Leseverstehen; Hörverständnis; Language skill; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	Teachers' assessment literacy has recently captured the attention of scholars across various educational contexts. The literature has it that there is a gap between teachers' assessment practices and national assessment policies. The present study investigated the assessment needs of Iranian EFL teachers in the wake of the new assessment reform, which aims at replacing traditional discrete point testing policies with performance testing. In-depth interviews were conducted with 15 EFL head teachers. In addition, documents related to the curriculum reform were also closely examined. Inductive coding of the data showed that to meet the demands of the noted reform, teachers' current perceptions of language assessment need to change. Furthermore, teachers need training in both knowledge and skills of language assessment. More specifically, teachers need training in developing rubrics for use in assessing the productive skills of speaking and writing. They also need to develop literacy in devising higher-order thinking skills in assessing reading and listening comprehension. Finally, as non-native speakers of English, Iranian English teachers need better English aural/oral skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01