عنوان
Assessment Practices: An Examination of Teachers’ Perceptions of Classroom -Based Language Assessment
نویسنده (گان)
Masoomeh Estaji, Allameh Tabataba’i University
چکیده مقاله
This study aims to investigate teachers’ perceptions, beliefs, and their practice with respect to classroom-based English langua ge assessment; hence it examines the teachers’ current working principles of assessment and their practices. Four stages in teachers’ classroom -based assessment were examined; plann ing, implementation, monitoring, and r ecording and dissemination. A questionna ire was develo ped r eflecting these stages; its findings were analyzed statically and qualitatively. Further qualitative data was also collected and analyzed throu gh interviews with volunteer participants. The results of th e study revealed that the teachers hold and exercise their own firm beliefs regarding classroom -based assessment, and have a good knowledge of assessment or testing principles. It was found that teachers’ beliefs in lan guage learni ng, their und erstanding o f le arning goals, their preconceived ideas regarding students, and their prediction of the students’ performance in the target language use domain influe nced both their appr oach to plan ning assessment procedures and the actual impl ementation of assessment practices. Assessment “capacity” or “competence” has also been identified as a factor that affects teachers’ assessment practices, and the importance of language teachers’ professional trainin g and d evelopment in assessment has been raised. However, it bec ame evident that the teachers were constantly developing their skills and knowledge reg arding assessment in orde r to a ddress any possible chall enges o r tasks given to them. Finally, certain areas needing further investigation were identified.

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