Iranian EFL Teachers' Assessment Literacy Knowledge: The Impact of the Educational System on Teachers' Classroom Assessment Practices

Autor/in	Rezagah, Karim
Titel	Iranian EFL Teachers' Assessment Literacy Knowledge: The Impact of the Educational System on Teachers' Classroom Assessment Practices
Quelle	In: International Journal of Language Testing, 12 (2022) 2, S.76-94 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Evaluation Methods; Student Evaluation; Foreign Countries; Literacy; Classroom Techniques; Faculty Development; Cheating; Language Tests; Testing; Teacher Characteristics; Professional Autonomy; High Stakes Tests; College Entrance Examinations; High School Students; Item Analysis; Feedback (Response); Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Schulnote; Studentische Bewertung; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Klassenführung; Prellen; Language test; Sprachtest; Testdurchführung; Testen; Berufsfreiheit; Aufnahmeprüfung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Itemanalyse
Abstract	English language teachers' assessment ability to assess all areas of pupils' learning is important for comprehending how learners advance across the curriculum and guiding them in their development (Livingston & Hutchinson, 2016). The educational system of Iran decided to shift from traditional teaching methodologies toward communicative approaches. This conversion would not turn into reality unless teachers could apply it in practice. However, teachers have certain needs such as expanding and broadening contextual-related knowledge, cooperating with their colleagues, and developing their assessment literacy (Coombe, Vafadar, & Mohebbi, 2020). To identify the teachers' understandings of, practices in, and challenges of assessment, 15 English language headteachers (English language teachers who are responsible for moderating the group of the teachers' activities) participated in the interviews of this study, followed by questionnaires for exploring teachers' needs. The interviews were coded and content analyzed independently by the researcher and an expert in assessment. The main themes and needs were derived from the interview analyses and are presented in eight pivots. The findings of the questionnaires manifested the priorities that teachers felt concerning assessment literacy and classroom-based assessment needs. The paper will discuss the findings concerning assisting teachers' professional development in assessment literacy. Implications are also provided. (As Provided).
Anmerkungen	Tabaran Institute of Higher Education. Shariati 60, Shariati Blvd, Ghasem Abad, Mashhad, Khorasan Razavi, Iran. Tel: +98 (51) 35227215; e-mail: ijlt@tabaran.ac.ir; Web site: http://www.ijlt.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01