بررسی میزان سواد ارزیابی مدرسین زبان انگلیسی در بافت آموزشی ایران

نوع مقاله: علمی پژوهشی

نویسندگان

1 دانشکاه امام علی

2 دانشگاه آزاد اسلامی

چکیده

سطح سواد ارزیابی مدرسین ایرانی آموزش زبان انگلیسی و مدرسین زبان انگلیسی رشته های خاص از نظر میزان تطابق آنان مورد بررسی قرار گیرد. بر اساس روش تحقیق ترکیبی-اکتشافی، 80 مدرس دانشگاهی به پرسشنامه سواد ارزیابی پاسخ و گروهی از آنها در یک مصاحبه باز نیمه ساختاری مشارکت جستند. تجزیه و تحلیل کمی و کیفی دادههای حاصله موید این است که که اولاً مدرسین ایرانی زبان انگلیسی و مدرسین ایرانی زبان تخصصی دانشگاهی از سطح سواد ارزیابی قابل قبولی برخوردار نبوده و ثانیاً تفاوت معنیداری در سطوح سواد آنها در خصوص 9 زیرمجموعه سنجه سواد ارزیابی وجود دارد. اگرچه مدرسین ایرانی زبان انگلیسی در مقایسه با مدرسین زبان تخصصی نیز بودند از سطح سواد ارزیابی بالاتری برخوردار هستند، لیکن هر دو گروه مورد مطالعه از ضعف چشمگیری در این حوزه رنج می برند که نه تنها نشاندهنده ضعف برنامههای آموزشی و تربیتی مدرسین زبان انگلیسی در حوزههایی مانند آزمونهای زبانی و ارزیابی است، بلکه بیانگر  احتیاط جدی و حتی امتناع متخصصین رشته ای در تدریس زبان تخصصی می باشد

کلیدواژه‌ها


عنوان مقاله [English]

The status of teachers assessment literacy in Iran

نویسنده [English]

  • Gholam-Reza Abbasian 1
1 Head of English Dept
چکیده [English]

this study investigated the assessment literacy status of Iranian EFL and field specialist ESP teachers to see the extent to which their levels of assessment literacy are compatible. To this purpose, a mix-method, exploratory design approach consisting of two phases (i.e, quantitative and qualitative) aimed at collecting data from 80 Iranian university teachers who sit for both a questionnaire and a semi-structured interview. Analyses of the data showed that first Iranian EFL university teachers and field specialist ESP university teachers do not have acceptable level of assessment literacy and second there are significant differences among them on the nine sub-scales of assessment literacy. Though the EFL university teachers showed higher assessment literacy level than the field specialist ESP university teachers, both groups suffer from significant deficiencies which not only indicate weaknesses in EFL teacher education programs as far as language testing and assessment are concerned, but also are persuasive enough to render specific assessment education for each group involved in foreign language teaching programs.

کلیدواژه‌ها [English]

  •   Assessment
  • assessment literacy
  • teachers Assessment Literacy
  • EFL teachers
  • ESP Field Specialists
Abassy Delvand, S., & Mashhadi Heidar, D. (2015). A Survey on the Efficiency of ESP Teachers in Iranian Universities. International Journal of Foreign Language Teaching and Research, 3(11), 59-66.

Aliasin, S. H., & Pouyan, P. (2014). An Investigation into Iranian University Students’ Views about Who should Teach ESP Courses: A Specialist-in the field Instructor, or an EFL Teacher? English Language Teaching, 1(1), 75–96.

Anthony, L. (2007). The teacher as student in ESP course design. In Keynote address given at 2007 International Symposium on ESP & Its Applications in Nursing and Medical English Education.

Asghari, M. (2013). EFL ESP teacher controversy regarding accounting students’ course achievements. International Research Journal of Applied and Basic Sciences, 6 (10), 1401–1409.

Davidheiser, S. A. (2013). Identifying areas for high school teacher development: A study of assessment literacy in the Central Bucks School District. Drexel University.

Davoudi-Mobarakeh, S., Eslami-Rasekh, A., & Barati, H. (2014). Observation and Feedback of Content Specialists versus General English Teachers: Suggestions to Make Optimal English for Specific Purposes Courses. Journal of English Language Teaching and Learning, 6(13), 15–41.

Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge university press.

Elshawa, N. R. M., Heng, C. S., Abdullah, A. N., & Rashid, S. M. (2016). Teachers’ Assessment Literacy and Washback Effect of Assessment. International Journal of Applied Linguistics and English Literature, 5(4), 135–141.

Field, A. (2009). Discovering statistics using SPSS. Sage publications.

Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.

Howell, C. A. (2013). Development and Analysis of a Measurement Scale for Teacher Assessment Literacy.

Hutchinson, T., & Waters, A. (1987). English for specific purposes. Cambridge University Press.

Bayat, Kh., & Rezaei, A. (2015). Importance of teachers’ assessment literacy. International Journal of English Language Education, 3(1), 139–146.

King, J. D. (2010). Criterion-referenced assessment literacy of educators.

Lian, L. H., Yew, W. T., & Meng, C. C. (2014). Enhancing Malaysian teachers’ assessment literacy. International Education Studies, 7(10), 74.

Maleki, A. (2008). ESP teaching: A matter of controversy. ESP World, 1, 17.

Mertler, C. A. (2004). Secondary teachers’ assessment literacy: Does classroom experience make a difference? American Secondary Education, 49–64.

Mertler, C. A. (2009). Teachers’ assessment knowledge and their perceptions of the impact of classroom assessment professional development. Improving Schools, 12(2), 101–113.

Mertler, C. A., & Campbell, C. (2005). Measuring Teachers’ Knowledge & Application of Classroom Assessment Concepts: Development of the. Online Submission.

Moe, M. S. (2012). Learning, knowing, and doing classroom assessment: exposure and understanding rates of assessment knowledge among elementary pre-service teachers.

Plake, B. S., & Impara, J. C. (1997). Teacher assessment literacy: What do teachers know about assessment. Handbook of Classroom Assessment, 53–68.

Popescu, A.-V. (2010). A general view on the relationship between ESP and EGP. Professional Communication and Translation Studies, 3(1-2), 49–52.

Popham, W. J. (2011). Assessment literacy overlooked: A teacher educator’s confession. The Teacher Educator, 46(4), 265–273.

Sadeghi, A. (2006). ESP methodology: A transition from the present state. In First National ESP/EAP Conference (pp. 21–33). SAMT.

Siegel, M. A., & Wissehr, C. (2011). Preparing for the plunge: Preservice teachers’ assessment literacy. Journal of Science Teacher Education, 22(4), 371–391.

Stiggins, R. (2000). Learning teams for assessment literacy. Orbit, 30(4), 5–7.

Stiggins, R. J. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77(3), 238.

Stiggins, R. J. (1999). Are You Assessment Literate?. High School Magazine, 6(5), 20–23.

Tao, N. (2014). Development and Validation of Classroom Assessment Literacy Scales: English as a Foreign Language (EFL) Instructors in a Cambodian Higher Education Setting. Victoria University.

Webb, N. (2002). Assessment literacy in a standards-based urban education setting. In annual meeting of the American Educational Research Association, New Orleans.

Xu, Y., & Liu, Y. (2009). Teacher assessment knowledge and practice: A narrative inquiry of a Chinese college EFL teac