Incorporating Purposeful Assessment Scenarios in L2 Listening Class: A Learner-Oriented Approach
محورهای موضوعی : نشریه زبان و ترجمه
Elham Ghorbanpour
1
(Department of English Language, Kish International Branch, Islamic Azad University, Kish Island, Iran)
Gholam-Reza Abbasian
2
(Department of English Language, Kish International Branch, Islamic Azad University, Kish Island, Kish, Iran; Imam Ali University, Tehran, Iran)
Ahmad Mohseni
3
(Department of English Language Teaching, Kish International Branch, Islamic Azad
University, Kish Island, Iran; South Tehran Branch, Islamic Azad University Tehran, Iran)
کلید واژه: Listening comprehension, AAL Assessment, AFL Assessment, AOL Assessments, Integrated Assessment,
چکیده مقاله :
This study investigated the effect of purposeful assessment scenarios, Assessment for Learning (AFL), Assessment as Learning (AAL), and integrated purposeful assessment scenarios on Iranian EFL learners’ development of listening comprehension. To this end, 100 learners organized in three experimental and one control group participated in this quasi-experimental study. They received listening instructions of the mentioned purposeful assessment forms. Parametric statistical analysis in the form of some one-way ANOVAs revealed thatEFL learners exposed to integrated assessment could significantly develop their listening comprehension better than the AFL- and AAL-oriented instruction groups. However, no significant difference between AAL- and AFL-oriented groups’ listening comprehension was obtained. Though the findings are not in favor of any of the individual scenarios, they lend support to their feasibility in classroom performance assessment and assert the usefulness and viability of the synthetic approach to assessment through which measurement and instruction are bifurcated.
هدف از انجام این مطالعه بررسی تاثیر سناریوهای ارزیابی هدفمند تحت عناوین "ارزیابی برای یادگیری"، "ارزیابی حین یادگیری" و سناریوی "ارزیابی ترکیبی هدفمند" بر تقویت و بهبود توانایی و درک شنیداری زبان آموزان ایرانی زبان انگلیسی بوده است. در این راستا، صد نفر زبان آموز در قالب سه گروه آزمایشی و یک گروه شاهد در این مطالعه شبه-تجربی شرکت کردند. سه گروه آزمایشی براساس شیوه های خاص ارزیابی برای یادگیری، ارزیابی حین یادگیری و ارزیابی ترکیبی هدفمند و گروه کنترل بواسطه "ارزیابی صرف یادگیری" آموزش دیدند. تجزیه و تجلیل پارامتریک به شکل تجزیه و تحلیل واریانس یک سویه موید مزیت و تاثیر معنادار"ارزیابی ترکیبی هدفمند" در مقایسه با ارزیابی برای یادگیری و ارزیابی حین یادگیری در بهبود توانایی و درک شنیداری از یک طرف و مهمتر از آن، موید امکان سنجی و تاثیر مثبت سناریوهای مورد آموزش و آزمایش بویژه ارزیابی ترکیبی هدفمند که از رهگذر آن آموزش و ارزیابی ترکیب می شوند، در ارزیابی فرایند آموزش و پیشرفت زبان آموزان در کلاس درس می باشد
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