Dynamic Assessment of Foreign Language Teachers’ Digital Literacy: A Feasibility Study in Context

This study empirically compares three often-different groups of teachers in L۲ studies: Assessment of Iranian L۲ teachers and whether L۲ teachers benefit from the Dynamic Assessment Literacy. It also examines the relationships among their perception constructs, learners’ conscious L۲ learning attempt, and L۲ self-assessment. A questionnaire of Assessment literacy on English language teaching practices administered to L۲ secondary school teachers. Besides, ۳۵ teachers interviewed based on a semi-structured interview was conducted. A previously-validated inventory (Mertler & Campbell, ۲۰۰۵) questionnaire then used to assign the selected participants into three non-experimental groups (n=۲۵۰). The results used to inform the design of new Assessment materials and further indicated that the constituents in the three groups are correlated as predicted. Furthermore, the findings suggested that each item of the questionnaire could be called as a measure of a distinct construct. In contrast, they all together measure a unitary construct called dynamic assessment literacy which led to the strength of the ideal L۲ self-assessment considerations of different principles and iChecker tool as well as the marginal problems available.

کلیدواژه ها:

Assessment Literacy ، Context ، Speaking ability ، Self-assessment