Volume 1, Issue 1 (January 2024)
JCALS 2024, 1(1): 203-225 |
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Rezaeian M. A Critical View on EFL Teachers & Students' Perceptions Toward Language Assessment. JCALS 2024; 1 (1) : 12
URL: http://cals.gonbad.ac.ir/article-1-40-en.html
URL: http://cals.gonbad.ac.ir/article-1-40-en.html
Mahbubeh Rezaeian (Corresponding Author), Ph.D. in Applied linguistics, Freelancer Researcher, Gorgan, Iran. Email: mahbubehrezaeyan@gmail.com
Abstract: (320 Views)
A growing body of literature has recognized the importance of language assessment that teachers’ and students’ perspectives and preferences can play an important role in it. However, it seems that prior studies of assessment have not dealt with the relationship between Iranian EFL teachers’ perspectives and preferences and little research has been carried out on EFL teachers’ and students’ perceptions towards language assessment. This study was conducted to uncover teachers’ perspectives and preferences toward language assessment, to address the correlation between these variables and to investigate students’ language assessment perceptions .To achieve the goals, three questionnaires including the Classroom assessment preferences survey questionnaire for language teachers by Gonzales and Aliponga (2012), teacher assessment for learning questionnaire by Pat-El,Tillema, Segers and Vedder (2013) and the student perceptions of assessment questionnaire developed by Fisher, Waldrip and Dorman (2005) were distributed among EFL teachers and students in different language institutes. The research indicated that EFL teachers’ perspective was high toward monitoring scale. Analysis of teachers’ preferences revealed that assessment as learning hit the highest place. Moreover, teachers’ perspectives and preferences were highly correlated. Lastly, the results confirmed that students’ perceptions were generally positive towards assessment especially in authenticity scale.
Article number: 12
Type of Study: Research |
Subject:
Special
Received: 2023/08/3 | Accepted: 2023/12/1 | Published: 2024/01/1
Received: 2023/08/3 | Accepted: 2023/12/1 | Published: 2024/01/1
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