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A Gap Analysis between EFL Teachers' Assessment Literacy in Iranian Public Schools and Their Pre-service Assessment Curriculum | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقاله 3، دوره 41، شماره 4، بهمن 2022، صفحه 59-86 اصل مقاله (662.22 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2022.42432.3066 | ||
| نویسندگان | ||
| Seyed Younes Alavi1؛ Reza Rezvani* 2؛ Saeed Yazdani3 | ||
| 1Department of English Language, Bushehr Branch, Islamic Azad University, Bushehr, Iran | ||
| 2Department of English Language, Yasouj University/ Department of English Language, Islamic Azad University, Bushehr Branch, Bushehr, Iran | ||
| 3Department of English Language, Islamic Azad University, Bushehr Branch, Bushehr, Iran | ||
| چکیده | ||
| The design, implementation and outcomes of curriculums must be ongoingly evaluated. Using quantitative gap analysis, this study evaluated Iranian EFL teachers’ satisfaction with their pre-service education in developing their assessment literacy in reference to the perceived importance of knowledge and skills areas of classroom language assessment. To this end, the study included 100 EFL teachers who graduated from state universities in Iran with at least a Bachelor’s degree and three to five years of teaching experience at public schools. Data were collected using a 44-item researcher-made semantic differential Likert scale. It involved two parts tapping into their perceptions of importance and the level of their pre-service preparation. Descriptive analysis and inferential statistics revealed that the teachers rated all the areas almost highly (M ≥ 4.67 out of 6). The participants attached the highest importance to the areas of "assessing different language skills and sub-skills". In contrast, the areas relating to "interpreting students’ test performance” and “making the appropriate decision about the students’ test results and test washback" were perceived to be the least significant in classroom assessment. The gap analysis also indicated that there was a significant difference between the teachers’ perception of the importance of assessment knowledge and skills areas and their level of pre-service education, construed as their under-preparedness for classroom assessment. Further, the gaps were perceived to be sharper in assessment skills areas. The study discusses the implications of the findings in the context of teacher education and classroom assessment in Iran. | ||
| کلیدواژهها | ||
| Assessment Literacy؛ Pre-service Curriculum؛ Gap Analysis؛ English Teacher؛ Public Schools | ||
| مراجع | ||
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