چکیده:
It appears that English Proficiency Test (EPT) as a high stake test plays a key role in addressing many aspects of the educational system and individuals' lives. This paper aimed to represent Iranian non-English PhD students’ perceptions regarding their learning and testing preferences, and to investigate the relationship between educational consequences and psychological consequences of EPT among Iranian non-English PhD students. To reach the goals, two attitudinal researcher-made questionnaires developed and validated (in Persian) at five point Likert-scale format scaling from 1-5 (strongly disagree to strongly agree); subsequently, pilot study was conducted and then the instruments were distributed among 252 participants via online administration throughout Iran. The analyzed results by the software package of SPSS, version 24 showed that deep learning had the highest mean among other subscales and item 3 in testing preferences which was related to creativity hit the lowest mean score. Moreover, the results confirmed that there was a significant and positive relationship between educational consequences and psychological consequences.
خلاصه ماشینی:
This paper aimed to represent Iranian non-English PhD students’ perceptions regarding their learning and testing preferences, and to investigate the relationship between educational consequences and psychological consequences of EPT among Iranian non-English PhD students.
To ensure reliability, a pilot study was conducted on 60 participants and the content validity of the questionnaires confirmed by four experts in the field of language testing and assessment; afterwards, the questionnaires were distributed among 252 students via online administration throughout Iran.
Besides, several studies have been published in the field of washback of high-stakes testing in Iranian context such as Estaji and Tajeddin (2012); Ostovar Namaghi (2013); Kheirkhah and Ghonsooly (2014); Khodabakhshzadeh, Zardkanloo, and Alipoor (2017) Siahpoosh, Ramak, and Javandel (2019) just to name a few.
Accordingly, this paper seeks to critically examine what Iranian non-English PhD students' perceptions are toward learning as an educational consequence of EPT since students are active participants or agents, researchers are in charge of promoting the students' voice both in learning and assessment (Gilmore & Smith, 2008).
In order to answer the above-research questions the following research hypothesis will be tested: H0: There is no significant relationship between educational consequences and psychological consequences of EPT among Iranian non-English PhD students?
Descriptive Statistics of Testing Preferences {مراجعه شود به فایل جدول الحاقی} Valid N 252 (listwise) Research Question Three Is there any significant relationship between educational consequences and psychological consequences of EPT among Iranian non-English PhD students?