An Investigation into the Relationship between Assessment Knowledge and Pedagogical Knowledge of Iranian EFL Teachers with a Focus on Teaching Experience

Articles in Press

Document Type : research article

Authors

1 Department of German Language Education, Faculty of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran

2 Assistant Professor of English as a Foreign Language (EFL) in Department of English Language and Literature at University of Tehran, Iran.

3 Assistant Professor of TEFL,, English Department, Farhangian University, Tehran, Iran.

4 Mitra Khalilzad, Ph.D Candidate Kish International Campus, University of Tehran, Iran

10.22059/jflr.2022.335136.917

Abstract

Since assessment literacy is a newly developed concept in the assessment field, teachers should be informed about how to use their pedagogical knowledge of subject matter and at the same time how to use assessment strategies to assess their knowledge of teaching and students’ achievement. Inspired by these concepts, the present study attempted to examine the relationship between Iranian EFL inexperienced teachers’ and experienced teachers’ assessment knowledge and pedagogical knowledge. Participants were 50 Iranian (i.e., 25 inexperienced and 25 experienced) teachers at State and Azad universities in Tabriz and Tehran. They were selected based on convenient sampling from both genders with teaching experience between 3 and 30 years. It should be mentioned that the teachers with teaching experience between 3 and 10 years, were considered as inexperienced teachers. And those with teaching experience of more than 10 years were considered as experienced teachers. Farhady's and Tavassoli's (2018) scenario-based language assessment knowledge test was used to measure teachers’ assessment knowledge. A pedagogical knowledge base questionnaire developed and validated by Dadvand (2013) was also used to assess the teachers ' pedagogical knowledge base. The results of data analysis showed that there was a significant difference among the two groups of participants regarding both their assessment knowledge and pedagogical knowledge scores. In addition, there was a significant positive relationship between inexperienced teachers’ and experienced teachers’ assessment knowledge and pedagogical knowledge. Results have some implications for English teachers concerning updating their pedagogical and assessment knowledge.

Keywords

Journal of Foreign Language Research

Articles in Press, Accepted Manuscript
Available Online from 02 November 2024

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