Dynamic Assessment in Iranian EFL Classrooms: A Post- method Enquiry
محورهای موضوعی : language teaching
سید جواد اسحقی سردرود
1
(Department of English, Tabriz branch, Islamic Azad University,
Tabriz, Iran)
کلید واژه: Alternative Assessment, Dynamic Assessment, Post Method Pedagogy,
چکیده مقاله :
Derived from the emerging paradigm shift in English language teaching and assessment, there has been a renewal of interest in dynamic assessment (DA) to be used as an alternative to the traditional static testing in language classrooms. However, to date, DA practice has been mostly limited to clinical treatments of children with learning disabilities, and it has not been widely incorporated into the EFL contexts. In order to find out the reasons behind the slow trend of DA practice, this research adopted a framework, based on the post method pedagogical principles and recommendations, to delve into the prospect of methodological realization of DA approaches in Iranian EFL classrooms. To this end, two instruments, a questionnaire and an interview were developed to explore the practicality of DA through seeking 51 Iranian EFL teachers' perception of DA practice in their classrooms. The results indicated that most of the teachers were negative about the practice of DA in their classrooms and believed that a full-fledged implementation of DA in Iranian EFL classrooms is too demanding. The feasibility of DA in Iranian EFL classrooms, where teachers are deprived of DA training, guideline, and technological resources, is questioned seriously due to the factors such as time-constrained nature of DA procedures, large number of students in EFL classrooms, the common practice of static tests as the mainstream, and overreliance on the teachers' teaching and assessment abilities. The paper suggests the framework of inquiry in this study, which was derived from the post method pedagogy, to be utilized as a blueprint for a critical appraisal of any alternative method or theory which is introduced into ELT contexts.
اخیرا بدلیل تغییر تفکر در عرصه آموزش و ارزیابی زبان انگلیسی ، علاقه مندی نوینی به ارزیابی دینامیک برای جایگزینی آن با تستهای سنتی ایستا پدید آمده تا در کلاسهای زبان بکار گرفته شود با وجود این، امروزه استفاده از ارزیابی دینامیک به مداوای کلینیکی کودکانی که مشکل یدگیری داشته اند محدود بوده است و بطور گسترده در حوزه آموزش زبان انگلیسی مطرح نبوده است. برای یافتن دلایل بکارگیری محدود این نوع از ارزیابی ، این تحقیق چارچوبی بر اساس اصول و توصیه های آموزشی ارائه شده در دوره بعد-متد را اتخاذ نمود تا در چگونگی تحقق این ارزیابی در کلاسهای زبان انگلیسی در ایران.کنکاش داشته باشد. در این راستا دو ابزار تحقیقاتی (پرسشنامه و مصاحبه) برای پی بردن به میزان آشنایی و تصور 51 استاد زبان انگلیسی ازقابل استفاده بودن ارزیابی دینامیک بکار گرفته شد. نتایج بدست آمده نشان داد اکثر شرکت کنندگان در تحقیق نظر منفی در این مورد داشتند و بر این باور بودند که بکارگیری تمام عیار این نوع ارزیابی بدلیل عواملی همچون عدم آموزش لازم اساتید، وقت گیر بودن مراحل اجرای آن، زیاد بودن تعداد د فراگیران زبان انگلیسی ، متداول بودن روش سنتی آزمون در مراکز آموزشی، و غیره ،عملا امکان پذیر نمی باشد این تحیق در آخر اتخاذ چارچوب بکاربسته شده در این مقاله را بعنوان چارچوبی نوین در سایر تحقیقات انتقادی در زمینه متدها، تئوریهاو ارزیابی های جایگزین پیشنهاد می دهد.
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