A1 Journal article (refereed)
Iranian EFL Teachers’ Assessment Literacy Knowledge : The Impact of The Educational System on Teachers’ Classroom Assessment Practices (2022)

Rezagah, K. (2022). Iranian EFL Teachers’ Assessment Literacy Knowledge : The Impact of The Educational System on Teachers’ Classroom Assessment Practices. International Journal of Language Testing, 12(2), 76-94. https://doi.org/10.22034/IJLT.2022.157126

JYU authors or editors

Publication details

All authors or editors: Rezagah, Karim

Journal or series: International Journal of Language Testing

eISSN: 2476-5880

Publication year: 2022

Volume: 12

Issue number: 2

Pages range: 76-94

Publisher: Tabaran Institute of Higher Education

Publication country: Iran, Islamic Republic of

Publication language: English

DOI: https://doi.org/10.22034/IJLT.2022.157126

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/83482

Abstract

English language teachers’ assessment ability to assess all areas of pupils’ learning is important for comprehending how learners advance across the curriculum and guiding them in their development (Livingston & Hutchinson, 2016). The educational system of Iran decided to shift from traditional teaching methodologies toward communicative approaches. This conversion would not turn into reality unless teachers could apply it in practice. However, teachers have certain needs such as expanding and broadening contextual-related knowledge, cooperating with their colleagues, and developing their assessment literacy (Coombe, Vafadar, & Mohebbi, 2020). To identify the teachers’ understandings of, practices in, and challenges of assessment, 15 English language headteachers (English language teachers who are responsible for moderating the group of the teachers’ activities) participated in the interviews of this study, followed by questionnaires for exploring teachers’ needs. The interviews were coded and content analyzed independently by the researcher and an expert in assessment. The main themes and needs were derived from the interview analyses and are presented in eight pivots. The findings of the questionnaires manifested the priorities that teachers felt concerning assessment literacy and classroom-based assessment needs. The paper will discuss the findings concerning assisting teachers’ professional development in assessment literacy. Implications are also provided.

Keywords: evaluation; teachers; language teachers; educational evaluation; know-how; learning; language skills; educational systems

Free keywords: assessment; classroom assessment; educational system; teacher assessment literacy; Iran

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

Preliminary JUFO rating: 1