آمار
| تعداد نشریات | 5 |
| تعداد شمارهها | 111 |
| تعداد مقالات | 1,247 |
| تعداد مشاهده مقاله | 1,199,552 |
| تعداد دریافت فایل اصل مقاله | 1,060,263 |
Towards the Development of an Assessment Literacy Questionnaire: The Case of Iranian EFL Teachers | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 4، دوره 10، شماره 2 - شماره پیاپی 20، دی 2022، صفحه 9-34 اصل مقاله (1.98 M) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2022.27579.1378 | ||
| نویسندگان | ||
| Behnaz Rastegar1؛ Abbas Ali Zarei* 2؛ Rajab Esfandiari3 | ||
| 1PhD Candidate, Imam Khomeini International University, Qazvin, Iran | ||
| 2Associate Professor, Department of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran, https://orcid.org/0000-0002-6062-6633 | ||
| 33Associate Professor, Department of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran, https://orcid.org/0000-0002-2305-762X | ||
| چکیده | ||
| Substantial research has been done on assessment literacy (AL), and several questionnaires have been developed to measure AL. However, little (if any) research has attempted to provide a comprehensive assessment literacy questionnaire. To fill this gap, the present study attempted to develop an assessment literacy questionnaire which encompasses not only the areas identified by previous research, but also those not identified by those studies. Moreover, attempt was made to identify the components that were better predictors of Iranian EFL teachers’ assessment literacy. To this end, first previous AL questionnaires were explored and their main items were identified. Then, researchers-made items were added. Meanwhile, interviews were conducted with experts, who suggested some additional items. Then, 386 Iranian teachers of English were selected through convenience sampling on the basis of availability to fill in the first draft of the questionnaires that assessed different aspects of assessment literacy in order to validate it. Finally, a Principal Component Analysis (PCA) was conducted, and a questionnaire with 35 items which evaluated nine components of assessment literacy was developed. In addition, the validated, final version of the AL questionnaire was distributed among 146 EFL teachers to identify the better predictor components of AL among Iranian EFL teachers. Multiple regression analysis revealed that “administering, rating, and interpreting test” was the best predictor of teachers’ AL in comparison to other components. The theoretical as well as practical implications of the findings are also discussed. | ||
| کلیدواژهها | ||
| assessment literacy؛ language assessment؛ questionnaire construction؛ validation | ||
| مراجع | ||
|
All, A., Castellar, E. P. N., & Van Looy, J. (2016). Assessing the effectiveness of digital game-based learning: Best practices. Computers & Education, 92, 90-103. https://doi.org/10.1016/j.compedu.2015.10.007
Ashraf, H., & Zolfaghari, S. (2018). EFL teachers' assessment literacy and their reflective teaching. International Journal of Instruction, 11(1), 425-436. https://doi.org/10.12973/iji.2018.11129a
Bangert-Drowns, R. L., Kulik, C. L. L., Kulik, J. A., & Morgan, M. T. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61(2), 213–238. https://doi.org/10.3102%2F00346543061002213
Black, P., & William, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327-347.
Esfandiari, R., & Nouri, R. (2016). A mixed-methods, cross-sectional study of assessment literacy of Iranian university instructors: Implications for teachers' professional development. Iranian Journal of Applied Linguistics, 19 (2), 115-154. http://dx.doi.org/10.29252/ijal.19.2.115
Farhady, H., & Tavassoli, K. (2018). Developing a language assessment knowledge test for EFL teachers: A data-driven approach. Iranian Journal of Language Teaching Research, 6(3), 79-94. https://dx.doi.org/10.30466/ijltr.2018.120602
Feuerstein, R., Miller, R., Rand, Y., & Jensen, M.R. (1981). Can evolving techniques better measure cognitive change? The Journal of Special Education, 15(2), 201–219. https://doi.org/10.1177%2F002246698101500209
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113-132. https://doi.org/10.1080/15434303.2011.642041
Fulmer, G. W., Lee, I. C. H., & Tan, K. H. K. (2015). Multi-level model of contextual factors and teachers’ assessment practices: An integrative review of research. Assessment in Education: Principles, Policy, and Practice, 22(4), 475–494. https://doi.org/10.1080/0969594X.2015.1017445
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102%2F003465430298487
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177%2F1049732305276687
Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385–402. https://doi.org/10.1177%2F0265532208090158
Janatifar, M., & Marandi, S. (2018). Iranian EFL teachers' language assessment literacy (LAL) under an assessing lens. Applied Research on English Language, 7(3), 361-382. https://dx.doi.org/10.22108/are.2018.108818.1221
Jeong, H. (2013). Defining assessment literacy: Is it different for language testers and non-language testers? Language Testing, 30(3), 345–362. https://doi.org/10.1177%2F0265532213480334
Khanjani, A., Vahdany, F., & Jafarigohar, M. (2017). EFL teacher education in Iran: Does it promote trainees’ pedagogical content knowledge? Journal of Research in Applied Linguistics, 8(2), 159-186. https://dx.doi.org/10.22055/rals.2017.13096
Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197. https://doi.org/10.1177%2F0265532214554321
Lan, C., & Fan, S. (2019). Developing classroom-based language assessment literacy for in-service EFL teachers: The gaps. Studies in Educational Evaluation, 61(3), 112-122. https://doi.org/10.1016/j.stueduc.2019.03.003
Mellati, M., & Khademi, M. (2018). Exploring teachers’ assessment literacy: Impact on learners’ writing achievements and implications for teacher development. Australian Journal of Teacher Education, 43(6), 1-18. http://dx.doi.org/10.14221/ajte.2018v43n6.1
Malone, M. E. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329–344. https://doi.org/10.1177%2F0265532213480129
McDaniel, M. A., Roediger, H. L., & McDermott, K. B. (2007). Generalizing test enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14(2), 200–206. https://doi.org/10.3758/BF03194052
Mertler, C. A. (2003). Preservice versus in-service teachers’ assessment literacy: Does classroom experience make a difference? Educational Resources Information Center (ERIC),1-31.
Moradan & Pourasadollah. (2014). Teachers' thinking about their teaching: A critical study on Iranian TEFL teachers. Procedia - Social and Behavioral Sciences, 98, 1194 – 1203. https://doi.org/10.1016/j.sbspro.2014.03.534
Moafian, F., & Pishghadam, R. (2009). Construct validation of a questionnaire on characteristics of successful Iranian EFL teachers. Pazhuhesh-e Zabanha-ye Khareji, 54, 127-142.
O’Loughlin, K. (2013). Developing the assessment literacy of university proficiency test users. Language Testing, 30(3), 363–380. https://doi.org/10.1177%2F0265532213480336
Ölmezer-Öztürk, E., & Aydin, B. (2018). Toward measuring language teachers’ assessment knowledge: Development and validation of Language Assessment Knowledge Scale (LAKS). Language Testing in Asia, 8(1), 1-15. https://doi.org/10.1186/s40468-018-0075-2
Pastore, S., & Andrade, H. L. (2019). Teacher assessment literacy: A three dimensional model. Teaching and Teacher Education, 84, 128-138. https://doi.org/10.1016/j.tate.2019.05.003
Plake, B. S., Impara, J. C. & Fager, J. J. (1993). Assessment competencies of teachers: A national survey. Educational Measurement: Issues and Practice, 12(4), 10 12. https://doi.org/10.1111/j.1745-3992.1993.tb00548.x
Poehner, M .E., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9(3), 233-265. https://doi.org/10.1191%2F1362168805lr166oa
Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory Into Practice, 48(1), 4–11. https://doi.org/10.1080/00405840802577536
Razavipour, K., Riazi, A., & Rashidi, N. (2011). On the interaction of test washback and teacher assessment literacy: The case of Iranian EFL secondary school teachers. English Language Teaching, 4(1), 156-161. https://doi.org/10.5539/elt.v4n1p156
Rea-Dickins, P. (2008). Classroom-based language assessment. Encyclopedia of Language and Education, 7, 257-272. https://doi.org/10.1007/978-0-387-30424-3_180
Rezvani Kalajahi, S. A., & Abdullah, A. N. (2016). Assessing assessment literacy and practices among lecturers. Pedagogika, 124(4), 232–248. http://dx.doi.org/10.15823/p.2016.65
Roever, C., & McNamara, T. (2006). Language testing: The social dimension. International Journal of Applied Linguistics, 16(2), 242-258. https://doi.org/10.1111/j.1473-4192.2006.00117.x
Savignon, S. J. (2018). Communicative competence. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–7). Wiley. https://doi.org/10.1002/9781118784235.eelt0047
Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309–327. https://doi.org/10.1177%2F0265532213480128
Shohamy, E. (2001). Democratic assessment as an alternative. Language Testing, 18(4), 373-391. https://doi.org/10.1177%2F026553220101800404
Sleeter, C. E., & Carmona, J. F. (2017). Un-Standardizing curriculum: Multicultural teaching in the standards-based classroom. Teachers College Press.
Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied Linguistics, 29, 21–36. https://doi.org/10.1017/S0267190509090035
Volante, L., & Fazio, X. (2007). Exploring teacher candidates' assessment literacy: Implications for teacher education reform and professional development. Canadian Journal of Education, 30(3), 749–770. https://doi.org/10.2307/20466661
Wright, B. E., & Pandey, S. K. (2008). Public service motivation and the assumption of person-organization fit: Testing the mediating effect of value congruence. Administration & Society, 40(5), 502-521. https://doi.org/10.1177%2F0095399708320187
Zygouris, S., & Tsolaki, M. (2015). Computerized cognitive testing for older adults: A review. American Journal of Alzheimer's Disease & Other Dementias, 30(1), 13-28. https://doi.org/10.1177%2F1533317514522852
| ||
|
آمار تعداد مشاهده مقاله: 708 تعداد دریافت فایل اصل مقاله: 554 |
||