The Status Quo of Language Assessment Literacy among Syrian EFL Teachers
سال انتشار: 1400
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 197
فایل این مقاله در 28 صفحه با فرمت PDF قابل دریافت می باشد
- صدور گواهی نمایه سازی
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_AREUIT-10-2_002
تاریخ نمایه سازی: 2 دی 1400
چکیده مقاله:
With the increasing importance of Language Assessment Literacy in recent years, identifying the assessment literacy components in different contexts becomes essential to ensure that language teacher professional development is on the right path, thus providing students with proper evaluation. This paper describes a research project in which an adapted version of Fulcher's (۲۰۱۲) Language Assessment Literacy Survey was delivered via the Internet in an attempt to characterize the levels of assessment knowledge of English language teachers in Syria. Three hundred and thirty Syrian English language teachers participated in the study. Exploratory and confirmatory factor analyses were applied to the data obtained from the constructed-response item, and qualitative data analysis procedures were applied to the open-response items. The results indicated that Language Assessment Literacy in the Syrian context mainly comprises four factors: social impact of tests; test prepping and administration; test design, development, and interpretation; and evaluating language tests. On the other hand, the content analysis applied to the responses given by Syrian English teachers to the open-response questions indicated failings in both theoretical and practical assessment literacy in Syria's education scene, particularly the former, calling for an immediate change in teachers' preparatory courses in Syria. It is hoped that the study results can help language teacher education programs specify EFL teachers' academic assessment goals and enhance the nature of future language assessment programs, particularly in Syria; it can further provide a basis for comparison with other contexts and countries, thus contributing to a cross-cultural understanding of language assessment literacy.
کلیدواژه ها:
نویسندگان
Duaa Sulaiman
PhD Candidate, Department of English Language and Literature, Literature Faculty, Alzahra University, Tehran, Iran
S. Susan Marandi
Associate Professor, Department of English Language and Literature, Literature Faculty, Alzahra University, Tehran, Iran
Leila Tajik
Assistant Professor, Department of English Language and Literature, Literature Faculty, Alzahra University, Tehran, Iran
مراجع و منابع این مقاله:
لیست زیر مراجع و منابع استفاده شده در این مقاله را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود مقاله لینک شده اند :