مشخصات پژوهش

عنوان	Research Informed Continuing Professional Development for Improving EFL Teachers' Fair Classroom Assessment Practices
نوع پژوهش	پایان نامه
کلیدواژه‌ها	Keywords: Fairness, classroom assessment, EFL teachers' attitudes, CAFS, professional de-velopment, reading research, research-informed teaching, fairness in classroom assessment.
چکیده	This study aimed to investigate EFL teachers’ conceptualization of and attitudes towards fairness in classroom assessment practices. Moreover, this study advanced a continuing re-search line into an innovative research-informed professional development programme aimed to help EFL teachers develop professional theoretical and practical knowledge for fair class-room assessment. For this purpose the researchers first strived for the development and vali-dation of a Classroom Assessment Fairness Scale (CAFS). The developed scale was first ex-pert viewed and next pilot tested on a group of 250 teachers. The validated scale was taken by 120 Iranian EFL teachers. Descriptive analyses indicated that the EFL teachers were somewhat familiar with fairness principles in classroom assessment practices. The results fur-ther demonstrated that the teachers' gender, educational degree, teaching experience, and teaching context led to statistically significant differences among EFL teachers' attitudes to classroom assessment fairness. Next, fifty-eight experienced EFL teachers were recruited to participate in research-informed professional development programme. Teachers were given research handbooks on fairness in classroom assessment and were required to read the re-search and have critical reflections on the researches. Following the reading, they were invited into a collaborative discussion on different aspects of fairness in classroom assessment pre-sented in the researches. Individual interviews with teachers revealed that they embraced fairness principles and took the initiative to practice the fairness principles. The analyses of interview data with teahers revealed that the program was effective in improving their class-room assessment fairness practices. As a theoretical implication of the study findings, an im-proved understanding of what fair assessment is helps theoreticians in defining the basics of a fair assessment practice and demarcating fairness from unfairness in
پژوهشگران	محمد احمدی صفا (استاد راهنما)، سمیه توفیقی (دانشجو)