Assessment Literacy and its Relevance to Teaching Experience and Academic Background among EFL Teachers in Iran
Subject Areas :
1 -
Keywords: assessment literacy, assessment literacy practices, novice and experienced teachers, TEFL/non-TEFL background,
Abstract :
Teachers’ educational background and experience in classroom assessment are important factors that influence their level of assessment literacy. Despite this, few studies are reported to investigate this area. The present study aims to find differences between experienced and novice teachers with or without TEFL backgrounds regarding their assessment literacy skills. Two hundred high school teachers working in various Iranian schools with TEFL and non-TEFL backgrounds were randomly selected to participate in the current study. Chi-square (crosstabs) was applied to compare the assessment practices of the study groups. The researchers also took notes while observing the classroom assessments. The results revealed that TEFL-background teachers practiced assessment methods more significantly than the teachers with no TEFL background. Likewise, it was indicated that novice teachers practiced assessment methods and components more significantly than experienced teachers, irrespective of their educational background. The findings also indicated that high school teachers of TEFL have inadequate educational assessment literacy. Therefore, ongoing in-service training programs on educational assessment should be considered to cater to problems of low assessment literacy in Iranian high schools.
References:
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Eslami, Z. R., & Fatahi, A. (2008). Teachers' sense of self-efficacy, English proficiency, and instructional strategies: A study of nonnative EFL teachers in Iran. TESL-EJ, 11(4), 1-19. http://tesl-ej.org/ej44/a1.html
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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.
Fathi, J., & Derakhshan, A. (2019). Teacher self-efficacy and emotional regulation as predictors of teaching stress: An investigation of Iranian English language teachers. Teaching English Language, 13(2), 117-143. https://doi.org/10.22132/tel.2019.100527
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Firoozi, T., Razavipour, K., & Ahmadi, A. (2019). The language assessment literacy needs of Iranian EFL teachers with a focus on reformed assessment policies. Language Testing in Asia, 9(1), 2-14. https://doi.org/10.1186/s40468-019-0080-5
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Hajizadeh, N., & Salahshour, N. (2014). Characteristics of effective EFL instructors: Language teachers’ perceptions versus learners’ perceptions. International Journal of Applied Linguistics and English Literature, 3(1), 202-214. https://doi.org/10.7575/aiac.ijalel.v.3n.1p.202
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Jannati, S. (2015). ELT teachers’ language assessment literacy: Perceptions and practices. The International Journal of Research in Teacher Education, 6(2), 26-37.
Jan-nesar, M. Q., Khodabakhshzadeh, H., & Motallebzadeh, K. (2020). Assessment literacy of Iranian EFL teachers: A review of recent studies. Journal of Asia TEFL, 17(2), 689-697. https://doi.org/10.18823/asiatefl.2020.17.2.17.689
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/10.1177/0265532213480334
Khezerlou, E. (2017). Professional self-esteem as a predictor of teacher burnout across Iranian and Turkish EFL teachers. Iranian Journal of Language Teaching Research, 5(1), 113-130.
Khodabakhshzadeh, H., Kafi, Z., & Hosseinnia, M. (2018). Investigating EFL teachers' conceptions and literacy of formative assessment: Constructing and validating an inventory. International Journal of Instruction, 11(1), 139-152. https://doi.org/10.12973/iji.2018.11110a
Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197. https://doi.org/10.1177/0265532214547894
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