چکیده:
The present study was an attempt to extend our knowledge on the perspectives of English language native and non-native teachers about assessment literacy. Furthermore, it was intended to find if there was any significant relationship between native and non-native English language teachers’ perceptions regarding assessment literacy and their experience. To achieve such goals, a mixed methods design was utilized. In the quantitative phase, Classroom Assessment Literacy Inventory developed by Campbell and Mertler (2004) was utilized which consisted of five scenarios. Through a combination of availability sampling and snowball sampling procedures, the researcher either distributed the questionnaire among 100 native and non-native English teachers or sent it by E-mail to them. In the qualitative phase, a semi-structured interview was selected as a qualitative tool for collecting data. To this end, 10 teachers volunteered to take part. Based on the quantitative findings, there was a positive relationship between native English language teachers’ perceptions regarding assessment literacy and their experience. However, there was not any significant relationship between non-native English language teachers’ perceptions regarding assessment literacy and their experience. Based on the qualitative results, seven codes were classified according to three themes, namely, assessment assumptions, assessment targets, and professional development. These seven codes were classroom observations, assessment consistency, formative assessments, summative assessment, higher-order thinking skills, lack of assessment literacy of coursework, and lack of technology assessment literacy. Thus, it is concluded that teachers should assume the role of classroom observation and consistency of the assessment as two major assumptions of assessment.
خلاصه ماشینی:
In fact, this study aims to answer the following research questions: Is there any significant relationship between native English language teachers’ perceptions regarding assessment literacy and their teaching experience?
Is there any significant relationship between non-native English language teachers’ perceptions regarding assessment literacy and their teaching experience?
Frequency of Native and Non-Native English Language Teachers (View the image of this page) Moreover, the sample consisted of both male and female participants with at least about 5 years of teaching and assessment experience (see Tables 2 & 3).
Group Statistics of Native and Non-Native Teachers’ Perceptions of Assessment Literacy and Their Teaching Experience (View the image of this page) The analysis of data revealed that the mean score of native teachers was M=.
With the aim of checking the statistically significant relationship between native English language teachers’ perceptions regarding assessment literacy and their teaching experience, the researcher calculated the Pearson correlation coefficient.
01 indicating that there was not any significant relationship between non-native English language teachers’ perceptions regarding assessment literacy and their teaching experience.
In order to assess the perceptions of native and non-native English language teachers concerning assessment literacy, the researcher evaluated the results of the interview.
Additionally, in keeping with the findings, there was not any significant relationship between non-native English language teachers’ perceptions regarding assessment literacy and their teaching experience.
The findings of this study are not in an agreement with Zolfaghari and Ashraf (2015) who scrutinized the association between Iranian (Non-native) EFL teachers’ assessment literacy and their teaching experience.