A Qualitative Study of Language Assessment Literacy of Iranian EFL Teachers with TEFL and Non-TEFL Background and Challenges in Their Students’ Assessment

Journal of Language and Translation

دوره 13، شماره 4، بهمن 2023، صفحه 93-109   

نوع مقاله: Research Articles

شناسه دیجیتال (DOI): 10.30495/ttlt.2022.696885

نویسندگان

kaveh Jalilzadeh¹؛ Sayyed Mohammad Alavi^{* 2}؛ Masood Siyyari¹

¹English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran

²Professor, English Department, University of Tehran, Tehran, Iran

چکیده

The present study was an attempt to investigate language assessment literacy among EFL teachers in
the Iranian context aiming at studying the implications of assessment literacy for TEFL teacher education
reform. For this purpose, 20 EFL teachers in Iranian language institutes (Bayan, Azmoon, Zaban Sara,
and Marefat institutes) were randomly picked for an extensive semi-structured examination. All the
meetings were categorized and transcribed and after being analyzed, they were recorded on a Digital
Voice Recorder (DVR). The results revealed that Iranian instructors were found well-acquainted with
assessment literacy components. Likewise, it turned out that novice teachers with a TEFL background
were more aware of assessment literacy and its significance in teacher education. However, in terms
of other assessment components such as test administration, selecting the best assessment methods,
and communicating assessment results experienced teachers with a TEFL background presented more
to-the-point concepts compared to their counterparts in the non-TEFL group, indicating that the
teachers with a TEFL background could perceive the aforementioned teacher assessment literacy
components better than their non-TEFL counterpart. The findings imply that EFL language institute
instructors` literacy in educational assessment particularly in especially in communicating assessment
results to others and valid grading of the learners’ assessment is found insufficient. 

کلیدواژه‌ها

Assessment Literacy؛ Components of Assessment Literacy؛ Novice and Experienced Teachers؛ TEFL/Non-TEFL Background

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