این سایت در حال حاضر پشتیبانی نمی شود و امکان دارد داده های نشریات بروز نباشند
Journal of English Language Teaching and Learning، جلد ۱۲، شماره ۲۵، صفحات ۲۶۹-۲۸۸
عنوان فارسی کنکاشی بر سواد ارزیابی معلمان و تجربه تدریس آنها
چکیده فارسی مقاله
کلیدواژه‌های فارسی مقاله
عنوان انگلیسی Probing into EFL Teachers’ Assessment Literacy and Teaching Experience: The Case of Native ESL and Non-native EFL Teachers
چکیده انگلیسی مقاله The present study was an attempt to extend our knowledge on the perspectives of English language native and non-native teachers about assessment literacy. Furthermore, it was intended to find if there was any significant relationship between native and non-native English language teachers' perceptions regarding assessment literacy and their experience. To achieve such goals, a mixed methods design was utilized. In the quantitative phase, Classroom Assessment Literacy Inventory developed by Campbell and Mertler (2004) was utilized which consisted of five scenarios. Through a combination of availability sampling and snowball sampling procedures, the researcher either distributed the questionnaire among 100 native and non-native English teachers or sent it by E-mail to them. In the qualitative phase, a semi-structured interview was selected as a qualitative tool for collecting data. To this end, 10 teachers volunteered to take part. Based on the quantitative findings, there was a positive relationship between native English language teachers' perceptions regarding assessment literacy and their experience. However, there was not any significant relationship between non-native English language teachers' perceptions regarding assessment literacy and their experience. Based on the qualitative results, seven codes were classified according to three themes, namely, assessment assumptions, assessment targets, and professional development. These seven codes were classroom observations, assessment consistency, formative assessments, summative assessment, higher-order thinking skills, lack of assessment literacy of coursework, and lack of technology assessment literacy. Thus, it is concluded that teachers should assume the role of classroom observation and consistency of the assessment as two major assumptions of assessment.
کلیدواژه‌های انگلیسی مقاله
نویسندگان مقاله Esmaeel Ali Salimi |
Assistant Professor, Department of English Language and Literature , Allameh Tabataba’i University, Tehran, Iran

mitra farsi |
Ph. D. Student of Applied Linguistics, Department of English Language and Literature, Allameh Tabataba'i University, Tehran, Iran

نشانی اینترنتی https://elt.tabrizu.ac.ir/article_10684_5ef8e002077340583b371e3f4eb2c5a8.pdf
فایل مقاله اشکال در دسترسی به فایل - ./files/site1/rds_journals/487/article-487-2438174.pdf
کد مقاله (doi)
زبان مقاله منتشر شده en
موضوعات مقاله منتشر شده
نوع مقاله منتشر شده
برگشت به: صفحه اول پایگاه   |   نسخه مرتبط   |   نشریه مرتبط   |   فهرست نشریات