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فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

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Khosravi, Rahele, Dastgoshadeh, Adel, Jalilzadeh, Kaveh, Farhadi, Hossein, Imanova, Nurlana. (1404). From Theory to Practice: How Assessment Professionals Define and Apply Language Assessment Literacy. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2025.68448.2810
Rahele Khosravi; Adel Dastgoshadeh; Kaveh Jalilzadeh; Hossein Farhadi; Nurlana Imanova. "From Theory to Practice: How Assessment Professionals Define and Apply Language Assessment Literacy". سامانه مدیریت نشریات علمی, , , 1404, -. doi: 10.22034/elt.2025.68448.2810
Khosravi, Rahele, Dastgoshadeh, Adel, Jalilzadeh, Kaveh, Farhadi, Hossein, Imanova, Nurlana. (1404). 'From Theory to Practice: How Assessment Professionals Define and Apply Language Assessment Literacy', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2025.68448.2810
Khosravi, Rahele, Dastgoshadeh, Adel, Jalilzadeh, Kaveh, Farhadi, Hossein, Imanova, Nurlana. From Theory to Practice: How Assessment Professionals Define and Apply Language Assessment Literacy. سامانه مدیریت نشریات علمی, 1404; (): -. doi: 10.22034/elt.2025.68448.2810

From Theory to Practice: How Assessment Professionals Define and Apply Language Assessment Literacy

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 23 مهر 1404
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2025.68448.2810
نویسندگان
Rahele Khosravi* 1؛ Adel Dastgoshadeh2؛ Kaveh Jalilzadeh3؛ Hossein Farhadi4؛ Nurlana Imanova5
1MA graduate from University of Kurdistan
2Department of English, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
3Department of Language and Literature, Islamic Azad University, Science and Research Branch
4ELT Department, Yeditepe University, Istanbul, Turkey
5SOCAR-Baku Higher Oil School
چکیده
This qualitative study delves into the language assessment literacy (LAL) of English as a Foreign Language (EFL) assessment experts within the Iranian educational landscape. It aims to understand how 12 EFL experts conceptualize, prepare, and implement EFL classroom assessments. The data were collected through interviews, experts’ syllabi, and narrative framing. Data analysis focused on participants’ conceptions and knowledge of language assessment, contextual variables, and their classroom assessment practice. The findings highlight the pivotal roles of agency and reflectivity in shaping assessment practices, alongside the influence of past training, experiences, and self-directed learning. Moreover, the study identified some overt and covert variables that impact EFL experts’ design and implementation of assessments in EFL classrooms. Ongoing professional development and contextual considerations appeared to have significant contributions to participants' classroom assessment procedures. The findings of this research would provide valuable insights into the LAL profile of EFL assessment experts, enrich the broad discourse on language assessment practices, and inform the design of targeted LAL training initiatives.
کلیدواژه‌ها
Language Assessment Literacy (LAL)؛ EFL Assessment Experts؛ Assessment experiences and Practices
آمار
تعداد مشاهده مقاله: 1


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