The tacit knowledge of secondary school English language teachers of qualitative evaluation: with emphasizing on self-test methods and work folders

Subject Areas : Research in Curriculum Planning

shadi nosrati ¹ , mahbobeh khosravi ² , mostafa ghaderi ³

1 - Curriculum Planning, Faculty of Psychology and Educational Sciences, Allameh Tabatabae'i University, Olympic Village, Tehran, Iran.
2 - Assistant Professor, Department of Curriculum Planning, Faculty of Psychology and Educational Sciences, Allameh Tabatabae'i University, Olympic Village, Tehran, Iran.
3 - Associate Professor, Department of Curriculum Planning, Faculty of Psychology and Educational Sciences, Allameh Tabatabae'i University, Olympic Village, Tehran, Iran.

Received: 2019-11-12 Accepted : 2020-09-19 Published : 2020-11-21

Keywords: quality evaluation methods, Portfolio, high school teachers of Shahriyar, tacit knowledge, self-examination,

Abstract :

The aim of this study is to analyze the tacit knowledge of high school English language teachers of qualitative evaluation methods (with emphasis on self-examination and portfolio usage) that its method is interpretive phenomenology. The reseach population includes selected high school English language teachers of Shahriyar in the academic year 1397-1398. This study is based on the purposeful sampling of selecting the desirable cases and until saturation eighteen teachers (7 males and 11 females) were selected in which we would continue sampling to reach cases which no new information would be obtained. The teachers were semi-structured interviewed and they were analyzed by content analysis method. The validity and reliability of the instrument were verified using reliability, portability, verifiability and reliability. The results of the study showed that they do not accept the self-examination method as a valid method for evaluation and they do not take seriously the using of the portfolio. This study showed that the tacit knowledge of high school English language teachers in qualitative evaluation methods does not form a significant amount of tacit knowledge of teachers and their confidence in qualitative evaluation is low. Many teachers use quality evaluation as an adjunct to objective evaluation and to improve the learning process, and do not see quality evaluation as a serious method of evaluation.

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