|
چکیده
|
Abstract: One of the vital and critical roles of the teachers is the ability to assess students’ performance; yet many teachers are not well-prepared for this demanding task. Most teachers believe that for implementing assessment concepts and making decisions about assessment, they need assistance and improvement. Thus, the present study aimed at investigating: first, the assessment literacy and use of alternative forms of assessment among Iranian high school and language institute EFL teachers, second, the existence of any relationship between these two concepts among Iranian EFL teachers, third, the role of different factors, namely, years of experience, gender, and educational degree in assessment literacy of Iranian EFL teachers. To meet the aims of this study, a questionnaire and an interview were used. Classroom Assessment Literacy Inventory by Mertler (2002) included 35 content-based items on a multiple choice test scale. Using Chronbach’s Alpha, the questionnaire was found to have acceptable reliability rate. The interview included 5 questions. One hundred eighty six Iranian EFL teachers (91 high school teachers and 95 language institutes teachers) from three provinces of Kermanshah, Hamedan, and Kurdistan completed the questionnaires and 40 teachers (20 from high schools and 20 from language institutes) were interviewed. The results of Independent Samples t-test revealed that with regard to language assessment literacy there is a significant difference between: a) Iranian high school and language institute teachers, b) Iranian male and female EFL teachers, c) teachers holding M.A. and Ph.D. compared with teachers holding B.A. and lower degrees. The results of Pearson Correlation Coefficient indicated that there was a statistically significant positive correlation between assessment literacy and years of experience. Furthermore, the results of ANOVA unveiled the fact that EFL teachers’ assessment literacy is highly correlated with the use of alternative form
|