Iraqi EFL Teachers' Assessment Literacy: Perceptions and Practices

Autor/inn/en	Muhammad, Fryad Hama Najib; Bardakci, Mehmet
Titel	Iraqi EFL Teachers' Assessment Literacy: Perceptions and Practices
Quelle	In: Arab World English Journal, 10 (2019) 2, S.431-442 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Muhammad, Fryad Hama Najib)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Language Teachers; Assessment Literacy; Teacher Attitudes; Educational Practices; Secondary School Teachers; Teacher Competencies; Iraq + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Bildungspraxis; Lehrkunst; Irak
Abstract	In current educational approaches, the purpose and functions of assessment have extended, and teachers are expected to have good knowledge of the principles of modern assessment. In line with this fact, the present study investigated the assessment literacy levels of Iraqi English language teachers through Classroom Assessment Literacy Inventory (CALI) based on the seven standards of teachers' assessment competence for educational assessment of students developed by the American Federation of Teachers, National Council on Measurement in Education and National Education Association (1990). The data were collected from 101 teachers working at secondary and preparatory schools of Suleymaniyah and Arbil governorates in the North of Iraq. The findings revealed that Iraqi English language teachers responded less than 15 correct responses out of 35 questions. According to the findings, teachers got the lowest score from standard seven (recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information). The highest score was from standard four (using assessment results when making educational decisions). Although 77% of teachers reported to have been adequately trained for assessment, the results revealed that they had low level of assessment literacy. Revisions in teacher preparation programs and preparation of professional training courses for in-service teachers are recommended. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01