آمار
| تعداد نشریات | 45 |
| تعداد شمارهها | 1,434 |
| تعداد مقالات | 17,659 |
| تعداد مشاهده مقاله | 57,565,876 |
| تعداد دریافت فایل اصل مقاله | 19,288,724 |
On the Relationship between the Implementation of Formative Assessment Strategies and Iranian EFL Teachers’ Self-Efficacy: Do Gender and Experience Make a Difference?* | ||
| Journal of English Language Teaching and Learning | ||
| دوره 8، شماره 18، اسفند 2016، صفحه 65-86 اصل مقاله (660.21 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Masoomeh Estaji* 1؛ Saeedeh Fassihi2 | ||
| 1Allameh Tabataba'i University | ||
| 2Khatam University | ||
| چکیده | ||
| This study sought to examine the relationship between the use of formative assessment strategies and the Iranian EFL teachers’ sense of self-efficacy. Moreover, this study investigated the relationships and interactions between the EFL teachers’ use of formative assessment strategies, their gender, level of experience, and sense of self-efficacy. This is a descriptive ex post facto design study which employed a three-part questionnaire, including demographic information, teachers’ formative assessment strategies, and teachers’ sense of self-efficacy. In order to collect data, sixty-one EFL teachers, including thirty-one female and thirty male participants who were selected through convenience sampling, completed the questionnaire. Multiple statistical strategies were employed to analyze the research questions of the study. The findings of Pearson’s and Spearman Rho correlation indicated that the EFL teachers’ use of formative assessment strategies was positively correlated with their sense of self-efficacy. However, the results of eta correlation coefficients revealed that there was no statistically significant relationship between the teachers’ implementation of formative assessment strategies and two other variables of gender and level of experience. Finally, the results of a three way factorial Analysis of Variance (ANOVA) evinced that there was no statistically significant interaction between the teachers’ use of formative assessment strategies, teachers’ sense of self-efficacy, their gender, and level of experience. Therefore, when the teachers become more aware of the ways to implement formative assessment strategies to inform instruction, their sense of self-efficacy can increase. This study has some implications in language testing, English pedagogy, and syllabus design and materials development. | ||
| کلیدواژهها | ||
| Assessment؛ formative assessment strategies؛ teacher self-efficacy؛ EFL context | ||
| مراجع | ||
|
Allinder, R. M. (1995). An examination of the relationship between teacher efficacy and curriculum-based measurement and student-achievement. Remedial and Special Education, 16(4), 247-254. http://dx.doi.org/10.1177/074193259501600408
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Best, J. W., & Kahn, J. V. (2006). Research in education. Tenth edition. Boston: Pearson Education.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principals, Policy, and Practice, 5(1), 7-74. http://dx.doi.org/10.1080/0969595980050102
Black, P., & William, D. (1998b). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 9-21. http://dx.doi.org/10.1177/003172171009200119
Bloom, B. S. (1977). Favorable learning conditions for all. Teacher, 95(3), 22-28.
Bloom, B. S., Hastings, J. T., & Madaus, G. F. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill.
Bol, L. (2004). Teachers' assessment practices in a high-stakes testing environment. Teacher Education and Practice, 17(2), 162-181.
Bol, L., Ross, S., Nunnery, J., & Alberg, M. (2002). A comparison of teachers' assessment practices in school restructuring models by year of implementation. Journal of Education for Students Placed at Risk, 7(4), 407-423. http://dx.doi.org/10.1207/S15327671ESPR0704_3
Brown, G. T. L. (2004a). Teachers' conceptions of assessment: Implications for policy and professional development. Assessment in Education: Policy, Principles and Practice, 11(3), 301-318. http://dx.doi.org/10.1080/0969594042000304609
Brown, G. T. L. (2008). Conceptions of assessment: Understanding what assessment means to teachers and students. New York: Nova.
Council of Chief State School Officers (CCSSO, 2008). Educational leadership policy standards (ISLLC). Washington, DC: Council of Chief State School Officers.
Doig, B. (2006). Large-scale mathematics assessment: Looking globally to act locally. Assessment in Education: Principles, policy and practice, 13(3), 265-288.http://dx.doi.org/10.1080/09695940601035403
Eufemia, F. (2012). The relationship between formative assessment and teachers’ self-efficacy. Ph.D. Thesis. University of Florida.
FAST SCASS. (2008). Attributes of effective formative assessment: A work product coordinated by Sarah McManus, NC Department of Public Instruction, for the Formative Assessment for Students and Teachers (FAST) Collaborative. Washington, DC: Council of Chief State School Officers.
Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140-145. http://dx.doi.org/10.1177/003172170708900210
Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousand Oaks, Calif.: Corwin.
Heritage, M., & Niemi, D. (2006). Toward a framework for using student mathematical representations as formative assessment. Educational Assessment, 11(3), 265-282. http://dx.doi.org/10.1080/10627197. 2006.9652992
IBM Corp. (2011). IBM SPSS Statistics for Windows, Version 20.0. Armonk, NY: IBM.
Kirton, A., Hallam, S., Peffers, J., Robertson, P., & Stobart, G. (2007). Revolution, evolution or a trojan horse? Piloting assessment for learning in some Scottish primary schools. British Educational ResearchJournal, 33(4), 615-627 .http://dx.doi.org/10.1080/01411920701434136
Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005). Classroom assessment: Minute by minute, day by day. Educational Leadership, 63(3), 18-24.
Lukin, L., Bandalos, D., Eckhout, T., & Mickelson, K. (2004). Facilitating the development of assessment literacy. Educational Measurement: Issues and Practice, 33(2), 26-32. http://dx.doi.org/10.1111/j.17453992.2004.Tb0015x
National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Edited by NCTM, Reston, VA: National Council of Teachers of Mathematics.
Neesom, A. (2000). Report on teachers’ perception of formative assessment. The Qualifications and Curriculum Authority (QCA) Assessment for Learning Project. London: QCA.
Öz, H. (2014). Turkish teachers’ strategies of assessment for learning in the English as a foreign language classroom. Journal of Language Teaching and Research, 5(4), 775-785.
Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.). (2001).Knowing what students know: The science of design and educational assessment? Washington, DC: National Academies Press.
Pishghadam, R. & Shayesteh, Sh. (2012). Conceptions of assessment among Iranian EFL teachers. The Iranian EFL Journal, 8(3), 9-23.
Shepard, L. A. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4-14. http://dx.doi.org/10.3102/ 0013189X029007004
Smith, G. (2007). How does student performance on formative assessments relate to learning assessed by exams? Journal of College Science Teaching, 36(7), 28-34.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 77(7), 783-805. http://dx.doi.org/10.1016/S0742-051X (01)00036-1
Wiliam, D. & Black, P. (1996). Meanings and consequences: A basis for distinguishing formative and summative functions of assessment. British Educational Research Journal, 22(5), 537-548. http://dx.doi.org/10.1080/0141192960220502 | ||
|
آمار تعداد مشاهده مقاله: 358 تعداد دریافت فایل اصل مقاله: 237 |
||