A Phenomenographic Study on Language Assessment Literacy: Hearing from Iranian University Teachers

Autor/inn/en	Rezai, Afsheen; Alibakhshi, Gudarz; Farokhipour, Sajjad; Miri, Mowla
Titel	A Phenomenographic Study on Language Assessment Literacy: Hearing from Iranian University Teachers
Quelle	In: Language Testing in Asia, 11 (2021), Artikel 26 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-0443
DOI	10.1186/s40468-021-00142-5
Schlagwörter	Foreign Countries; Phenomenology; Alternative Assessment; Testing Problems; Language Tests; College Faculty; Teacher Attitudes; Audio Equipment; Ethics; Individual Differences; Evaluation Methods; Pedagogical Content Knowledge; Second Language Learning; Second Language Instruction; Iran + Suchen Sie Ihr Suchwort? Ausland; Phenomenological psychology; Phänomenologie; Psychologie; Language test; Sprachtest; Fakultät; Lehrerverhalten; Audio-CD; Ethik; Individueller Unterschied; Pädagogische Kompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	This study aims to disclose the Iranian university teachers' perceptions of the fundamentals of language assessment literacy (LAL). To this aim, using purposive sampling, eighteen university teachers from two Iranian universities were invited to participate in semi-structured interviews. Their viewpoints were audio-recorded, transcribed, and subjected to a phenomenographic analysis. Findings yielded two overarching LAL domains: "knowledge" (e.g., having an acceptable level of digital LAL, satisfying ethical requirements, benefiting more from performance assessment, considering students' individual differences, making assessment valid, assuring that tests are reliable, and having an acceptable level of pedagogical content knowledge) and "skills" (e.g., involving students in assessment, using alternative assessment methods, employing logically traditional assessment methods, informing students about test results, administering tests in standardized ways, using valid grading procedures, and bringing positive wash-back effects). After discussing the results, the study concludes with proposing a range of implications for different testing stakeholders and highlighting some avenues for further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01