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Iranian Journal of Applied Linguistics، جلد ۲۷، شماره ۱، صفحات ۲-۲
عنوان فارسی
چکیده فارسی مقاله
The current study examines the interplay of Iranian EFL teachers' assessment literacy and self-efficacy. Therefore, firstly, it sought to examine whether these variables are significantly correlated. Secondly, it attempted to probe the demographic factors potentially influencing teachers' assessment literacy. To achieve this aim, a sample comprising 100 Iranian EFL teachers participated in this study by simultaneously filling out two questionnaires: Tschannen Moran and Hoy's (2001) teachers' self-efficacy scale and an abridged version of Teachers' Conceptions of Assessment Inventory-III (TCoA), validated by Brown (2006). The findings obtained from the study indicated a statistically significant relationship between Iranian EFL teachers' assessment literacy and their perceived self-efficacy, thereby highlighting the interconnectedness of these constructs within the context of educational practice. Furthermore, among the demographic variables examined (participants' gender, level of education, field of study, and age), teachers' assessment literacy is most significantly influenced by their level of education, suggesting a strong link between educational background and assessment competencies. The implications of these results for English language teachers are discussed.
 
کلیدواژه‌های فارسی مقاله
عنوان انگلیسی Examining the Interplay of Assessment Literacy and Perceived Self-Efficacy among Iranian EFL Teachers
چکیده انگلیسی مقاله
The current study examines the interplay of Iranian EFL teachers' assessment literacy and self-efficacy. Therefore, firstly, it sought to examine whether these variables are significantly correlated. Secondly, it attempted to probe the demographic factors potentially influencing teachers' assessment literacy. To achieve this aim, a sample comprising 100 Iranian EFL teachers participated in this study by simultaneously filling out two questionnaires: Tschannen Moran and Hoy's (2001) teachers' self-efficacy scale and an abridged version of Teachers' Conceptions of Assessment Inventory-III (TCoA), validated by Brown (2006). The findings obtained from the study indicated a statistically significant relationship between Iranian EFL teachers' assessment literacy and their perceived self-efficacy, thereby highlighting the interconnectedness of these constructs within the context of educational practice. Furthermore, among the demographic variables examined (participants' gender, level of education, field of study, and age), teachers' assessment literacy is most significantly influenced by their level of education, suggesting a strong link between educational background and assessment competencies. The implications of these results for English language teachers are discussed.
 
کلیدواژه‌های انگلیسی مقاله Assessment literacy, self-efficacy, Iranian EFL teachers
نویسندگان مقاله | Aysen Chokani
University of Birjand
دانشگاه بیرجند

| Hossein Navidinia
University of Birjand
دانشگاه بیرجند

نشانی اینترنتی http://ijal.khu.ac.ir/browse.php?a_code=A-10-1438-1&slc_lang=en&sid=1
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