جستجوی مقالات مرتبط با کلیدواژه « assessment » در نشریات گروه « ادبیات و زبان ها »

Integrating technology into instructional designs is currently a growing topic in higher education. This study sheds light on the integration of technology and KARDS factors. The researcher designed the integrated version of the teachers’ knowledge questionnaire to provide a more comprehensive understanding of teacher’s knowledge. This study aimed to develop and validate a Teachers’ Integrated Knowledge Questionnaire (TIKQ) through a quantitative investigation. The researcher aimed to assess individuals’ integrated knowledge in a specific domain. This research involved multiple stages: item generation, pilot testing, and statistical analysis. The researcher generated a pool of potential items for the TIKQ. These items covered various aspects of integrated knowledge within the chosen domain. The questionnaire was piloted and administered to 461 teachers in the second segment, which included 58 items. To determine if the trait structure of the teachers’ integrated knowledge questionnaire enjoys a good fit, statistical analysis techniques such as factor analysis and confirmatory factor analysis (CFA) were conducted. Cronbach’s alpha reliability and structural equation modeling were used to measure the internal consistency reliability of the teachers’ Integrated Knowledge Questionnaire (TIKQ). The new version of the integrated knowledge scale will assist teacher trainers in assessment of teacher’s knowledge. The findings from this study will contribute to developing an effective tool for measuring integrated knowledge in a specific domain. The tool can be used in various contexts, such as educational settings, research studies, and professional assessments.

Much criticism of the traditional methods of assessment has been presented in the literature along with convincing arguments in favor of a need for alternative methods of assessment. Therefore, the aim of this study was to investigate the effects of a new form of assessment called Portfolio Assessment on promotion of the writing ability of Iranian EFL high school students. Two groups of high school students served as the subjects of the study. One group served as the experimental group and the other group as the control group. They attended writing classes two days a week, one hour a day. The experimental group received the special treatment which was the use of portfolio assessment during a ten-week period, while no treatment was given to the control group. The control group was managed by the ordinary method of teaching and evaluation. At the end of the experiment, a test of writing composition was administered to both groups. The experimental group performed significantly better than the control group. The results of the study showed that portfolio assessment had a positive effect on improving the writing ability of the experimental group.

The form of assessment which grade four teachers use to determine the learning outcomes of the learners who are studying English First Additional Language (EFAL) in South African schools demands urgent attention. This urgency stems from the necessity to critically examine the post-apartheid educational system's assessment practices and how effectively they align with the evolving needs of society. To maintain a more discreet approach, this investigation specifically centered on teachers of EFAL and utilized a qualitative case study methodology. A purposive sampling technique led to the inclusion of 10 grade four EFAL teachers from schools in the King Cetshwayo District for data collection. The primary tool employed for this purpose was a semi-structured interview, skillfully developed to explore the perspectives of teachers and beliefs on assessment techniques. The researchers opted for a thematic analysis approach, allowing for a thorough examination of the data while respecting the privacy and confidentiality of the participants. The findings of classwork and teachers predominantly leaned towards traditional approaches such as engaging students through question-and-answer interactions, conducting tests, evaluating classwork, and assessing comprehension abilities. These methods were the primary means through which teachers assessed their students' understanding and performance within the learning environment.  The study recommended that diversifying assessment techniques could provide a more comprehensive understanding of learners' development, catering to varying abilities and better addressing individual learning needs.

Within recent advancement, teachers are required to be able to implement effective assessment in the classroom context. This is applicable by in-service professional development programs that assist teachers to improve and provide them with opportunities to enhance their knowledge and to use it practically, especially their knowledge regarding assessment and its concepts and components. Therefore, the present study, which was a quasi-experimental study, was designed to explore the effect of an in-service professional course on teachers` language assessment knowledge (LAK). To this end, a number of 76 EFL teachers, working at private institutes in Sanandaj, Iran, were selected through convenience sampling on the basis of availability to fill in the Language Assessment Knowledge questionnaire developed by Farhady and Tavassoli (2018) in order to estimate their current level of LAK. Then, a three-day workshop was held for the participants on the components and skills of language assessment. The instruction of each session took 6 hours. After 6 weeks, teachers` ALK was tested again after the treatment. The results of the paired T-test and repeated measures ANOVA revealed that the in-service professional development course had a significant effect on teachers` LAK. The participants claimed that their knowledge of different concepts and key terms in assessment was enhanced. Also, based on the findings of data analyses, the course treatment resulted in improving teachers' knowledge of how to design standard tests and use alternative assessment techniques. Details of the findings and implications are discussed.

There are numerous factors that influence language learning success. However, one of the most significant factors is the learner's motivation to acquire the language for use in real-world situations. Research and practice indicate that learners with high motivation can succeed regardless of the circumstances. This study aims to identify effective strategies for promoting inclusion and motivation in English as a Foreign Language (EFL) learning. It will explore resources and tools that can support these strategies, investigate their impact on learners' participation and engagement levels, evaluate their effectiveness in achieving language learning goals, and provide recommendations for EFL educators. Concerning data collection required for investigating problems associated with the present study, the researchers used a qualitative data collection technique that involves gathering and processing numerical data to conduct statistical analysis. This research made use of the questionnaire as a method for collecting data and then ran those responses through SPSS for analysis. After collecting and analyzing the data, the study showed several significant findings, among which are the significance of inclusion and motivation in EFL classrooms, adopting effective strategies for promoting inclusion and motivation in EFL learning facilitates the learning process, and obtaining positive learners’ classroom engagement through inclusion and motivation. This study attempts to receive EFL instructors’ feedback regarding the utilization of inclusion and motivation as tools to enhance teaching and learning processes.

The present study aimed to investigate Iranian EFL teachers’ perceptions about critical issues of LOA using a mixed- methods design. To this end, a 35-item questionnaire for investigating perceptions towards LOA was designed and validated. A group of 213 high school EFL teachers in Torbat-e Heidarieh and Mashhad were selected based on simple random sampling as the main participants of the study, and 57 EFL teachers were selected to participate in semi-structured interviews to triangulate the results obtained from the questionnaire. The data obtained through the questionnaire were analyzed using different methods of analysis. First, Confirmatory Factor Analysis was used to confirm the construct validity of the questionnaire. It included seven subcategories: contextual, affective, interactional, instructional, learning, proficiency, and elicitation. Second, the data were analyzed using SPSS software- using frequencies and percentages, computing independent sample t-test and Pearson Correlation. The results indicated that females had a more positive view than males towards the use of LOA in Iranian language classes. Positive relationship was found between teachers' age and their perceptions of LOA. The results indicated significant relationship between teaching experience and attitude of LOA. The qualitative findings of semi-structured interviews supported those of the questionnaire, revealing that the vast majority of EFL teachers believed that the use of LOA was advantageous and productive. These results have implications for L2 teachers and teacher trainers.

Passing University Entrance Exams (UEE) successfully has long been the main anxiety for Iranian high school students. The reason for this mixed-methods ponder was to look at how freshman TEFL students experienced portfolio assessment for fostering their empowerment and also how assessment (dis)empowerment manifests itself in the English section of university Entrance Exams. The members were 100 freshmen university TEFL students who were helpfully and deliberately chosen from Shiraz, Tehran, and Isfahan universities. Not only a valid questionnaire but also group interviews were used to gather the required information. To analyze and portray the data, the researchers used descriptive statistical methods. The findings revealed TEFL pupils regarded the portfolio program as valuable for fostering their empowerment. Moreover, the TEFL students had an agreement about the disempowerment of the English section of the University Entrance Exam. Besides, the result underscored the need for more executive modes of evaluation consisting of using portfolios in UEE. Regarding the results, there are valuable suggestions for policymakers as well as constructors of the high-stake test.

This study was undertaken to investigate the accountability of implementing dynamic assessment (DA) on Iranian high school students’ autonomy and reading comprehension development. To this end, 60 Iranian male students from two public vocational high schools in Guilan, Sowme’eh Sara took part in this study. To gather the required data, two instruments were used including an autonomy questionnaire and a reading comprehension test. To conduct the study, the participants were divided into two groups: an experimental group (N=30) and a control group (N=30). Before the academic term, the pre-tests (autonomy and reading) were administered. Then, during the academic term, the experimental group was exposed to a sandwich format dynamic assessment which consists of three phases: pre-test, mediation, and post-test. The control group was exposed to conventional teaching practice. After ending the academic term, the post-tests (autonomy and reading) were administered again. The driven data through pre-and post-tests of this study were analyzed through SPSS software. The results of the study indicated that implementing DA had a statistically significant effect on Iranian high school students’ autonomy and reading skill development. This study has some implications for EFL teachers, students, and language syllabus designers.

Language Testing and Assessment: A Comprehensive Guide by Estaji and Ghiasvand (2022) constitutes a quintessential example of an instructive and informative textbook for English as a Foreign Language (EFL) students eager to navigate the subtleties of assessment in language education. The book opens new horizons for students and reinforces their assessment insights by unraveling the models, theories, notions, and practical considerations of language testing and assessment. The book is divided into 14 chapters and features critical and research-oriented content that could lay the groundwork for

The emergence of generative artificial intelligence (GenAI) text generator tools and the potential challenges for higher education (HE) have characterised informal academic discussion on multiple fora. Specifically examining the case of English medium instruction (EMI) assessment academic integrity, this study sought to explore this conundrum by conceptualising threats and possible recommendations to counter these by creating a problem-solution matrix for key stakeholders considering the scarce academic literature available. An exploratory Delphi technique was employed as a way of generating ideas, gauging expert perspectives, and establishing consensus based on the premise of wisdom-of-(expert)-crowds. In the data collection stage, this new use of the mixed-methods methodology in the field included iterative Delphi questionnaire rounds and concurrent focus group sessions with a panel of 26 international experts. Quantitative and qualitative data were analysed using descriptive statistics and thematic analysis, respectively. The resulting GenAI and EMI Assessment Problem-Solution Matrix is an empirically informed instrument for key stakeholders in EMI HE that exemplifies a range of GenAI-induced issues and recommendations as to how to proceed going forward in EMI HE pedagogical settings. This contributes to the field in line with broader theoretical assessment principles, particularly with those seeking to mitigate inequitable practices. Further contextual matters pertaining to social justice were highlighted, such as the effects of the massification and commodification of HE on the role of assessment in both EMI didactic contexts and others. The findings here take a step towards addressing the gaps identified but also represent a means of sparking much-needed further discussion in both extant literature and praxis.

Earlier research has shown that fair assessment plays a crucial role in the classroom and is closely associated with students' academic success. Besides, multiple studies have consistently indicated that the cognitive aspect of test anxiety significantly and meaningfully influences test performance, highlighting the connection between test anxiety and academic achievement. Therefore, this correlational study was done to investigate the relationship between Iranian EFL learners' perceptions of fairness in classroom assessment and their cognitive test anxiety. It followed a quantitative method and a total number of 201 learners, 88 males along with 113 females, participated in the present study voluntarily. A convenience and random-sampling method were applied, using fair assessment and cognitive test anxiety questionnaire. The results of the study, using Pearson-moment correlation and Regression analysis, revealed that there was no significant relationship between Iranian EFL learners' perceptions of fairness in classroom assessment and their cognitive test anxiety. It also indicated no significant difference between male and female learners' perceptions of fairness in classroom assessment and their cognitive test anxiety. The findings of the study can be implemented in educational systems by teachers, learners, programmers, and researchers. It can be considered as a guideline for teachers, especially EFL teachers in academic environments to find solutions for the problems and difficulties in the fairness of classroom assessment.

This paper presents a critical evaluation of the English Test for International Communication (ETIC), a large-scale, computer-based, and criterion-referenced English language proficiency test developed by the China Language Assessment in 2016. The ETIC test battery comprises five categories: Basic, Intermediate, Advanced, Superior, and Translation, with the goal of assessing test-takers’ oral and written communicative language abilities in workplace contexts. Given that a revised version of ETIC with many structural changes has been in use since 2021, and the recent growth of interest in assessing communicative language abilities, a critical review of ETIC is warranted. Drawing on Kunnan’s (2018) recent model of test fairness and justice, this review primarily evaluates the usefulness and fairness of ETIC Basic, ETIC Intermediate, and ETIC Advanced. Appraisals reveal that ETIC encompasses the philosophy of fairness, justice, and usefulness in the development, administration, and scoring procedures. There is, however, room for improvement in various areas, such as establishing a test inquiry and appeal service and keeping the channels of communication open. As reviewers, we hope this article will assist language testing researchers and practitioners, teachers and students, or even potential test-takers in better understanding the unique ETIC assessment scene in China and spark more discussions about communicative language testing worldwide.

A bulk of research has revealed that emotions play a crucial role in different aspects of second/foreign language (L2) education. However, the emotions that English as a foreign language (EFL) students experience during assessment have been neglected, so far. Against this backdrop, this qualitative study intended to unveil the typologies, antecedents, and outcomes of assessment-related emotions of 24 Iranian EFL undergraduate students studying applied linguistics. To this end, a semi-structured interview and a narrative frame were employed. The results of the thematic analysis demonstrated that undergraduate EFL students experienced different positive and negative emotions before, during, and after assessment practices at the university. Furthermore, it was found that “teacher”, “tasks”, and “textbook” were the most frequent causes of the participants’ perceived emotions in assessment. Concerning the outcomes of assessment-induced emotions, the results demonstrated that “burnout”, “frustration”, “demotivation”, “stress”, and “self-doubt” were the most frequent negative outcomes, while “motivation”, “learning”, “pride”, and “excitement” were repeatedly posited as positive outcomes. Finally, the study enumerates some implications for L2 educators and researchers concerning the role of emotions in assessment processes and practices.

Prior to Covid-19 pandemic, online education was given little importance in the educational system of different countries, including Iran and Turkey. Actually, previously there was no need for online education. However, in pandemic situation the need for online classes and its significance in language learning became more ubiquitous. Thus, in view of the paucity of research on perceptions toward the efficacy of virtual learning, particularly the sheer dearth of comparative work on the issue, the researchers in the current study intended to investigate the practicality of commonly used online platforms in Iran and Turkey, i.e. Adobe Connect and Zoom. To this end, a total of 10 EFL professors (5 Iranian and 5 Turkish) participated in the interview session to deeply investigate their attitudes on the platforms of Zoom and Adobe Connect as regards issues related to materials and resources, instruction, and assessment. As the results of the interview showed, both Turkish and Iranian university professors had similar ideas towards the online platforms and they listed some merits such as easy access, attractiveness, and applicability for teaching and learning in Covid-19. Also, the demerits were low interaction and communication, being demotivating for non-disciplined learners, and so on. In general, based on the participants’ points of view, both online platforms were useful in terms of materials and resources as well as instruction; however, they had less control on cheating of tests, in terms of assessment. Different parties such as teachers, syllabus designers and materials developers will benefit from the outcomes study.

Language testing and assessment has grown in popularity and gained significance in the last few decades, and there is a rising need for assessment literate stakeholders in the field of language education. As teachers play a major role in assessing students, there is a need to make sure they have the right level of assessment knowledge and skills to accomplish their duties as assessors. The present study sought to develop and validate an assessment literacy test. To this end, a thirty-five scenario-based Language Assessment Literacy Test (LALT) was developed based on the seven standards covered by the Standards for Teacher Competence in Educational Assessment of Students (1990). Construct validity of the test was investigated by collecting data from 168 Iranian EFL teachers. To investigate the validity of the measure, tests of reliability, item difficulty, and item discrimination were carried out. The test was then subjected to EFA (Exploratory Factor Analysis whose results showed a seven-factor solution for the test items. The implications of the study for EFL teachers, language testers, teacher trainers, and curriculum developers are discussed.

The ability to assess the language learners’ progress has been known as one of the most important parts of EFL/ESL teachers’ literacy. Language assessment literacy (LAL). The notion of LAL has evolved over time, as a large number of researchers showed to be enthusiastic to study this research area. However, the number of studies on teachers’ Writing Assessment Literacy (WAL) is scanty. As writing skill is very necessary for language learners to communicate with native speakers of the English language, it is very important for writing teachers to develop assessment tasks to positively contribute to the rate of learners’ progress in writing skill. Therefore, it is of much significance to review the related studies on assessment literacy, language assessment literacy, and writing assessment literacy. In this review study, the relevant studies were reviewed and further directions for writing assessment literacy of EFL/ESL teachers are suggested to the researchers interested in the field.

Knowledge of verb-argument constructions (VACs) has been examined in a variety of contexts where English is mostly taught from the early stages of their schooling. No study has so far examined EFL learners’ knowledge of VACs in a context where English as a foreign language is taught only late at the secondary school level. The current study fills this gap by exploring construction knowledge in a context where teaching EFL is postponed until other languages have been introduced to learners. Using written essays of 180 students of 3 different proficiency groups, three indices of syntactic sophistication (i.e. the frequency of the Verb-argument constructions, the frequency of the verb-construction combinations and the verb-construction strength of association) were examined for their development across the three grade levels. As a second objective, this study examined the ability of these indices to predict students’ writing quality, through their grades. The results suggest that while the higher proficiency group showed a significant improvement in the rareness of their VACs, the three groups showed slow progress in the use of less frequent and less strongly associated verb-construction combinations. Similarly, only the index of construction sophistication (i.e. rareness) correlated significantly with and could predict variance in the writing score. This suggests that EFL learners follow a ‘necessary first’ principle in their learning of constructions. Similarly, these results indicate that the use of rare constructions enhances raters’ judgements of students’ writing quality.

With its prevalence as a global language, universities in Vietnam have striven to enhance students’ proficiency in English. This endeavor responds to the language requirements set by Vietnamese Ministry of Education and Training (MoET), the prominence of English as a medium of instruction in higher education, and the necessity of preparing students for better employability. This study focuses on General English programs currently deployed in most universities in Vietnam in terms of expected learning outcomes, course design and assessment practices. Drawing on document analysis, it examines the General English program of a public university and a private one in Ho Chi Minh City in relation to these three components. Findings show that these universities conformed to MoET’s policy on language education but developed different approaches to language program design and assessment in order to achieve their respective learning outcomes and ensure the quality of language learning and teaching in their own contexts. This study provides course designers, coordinators and language teachers with in-depth understandings of the deployment of General English programs and the theoretical bases underpinning such processes. These insights will enable them to become more aware of the elements constituting such programs and the considerations to be taken in updating and innovating the language curricula.