Examining Formative Evaluation in the Courses of French Language: A Case Study of Iranian Teachers and Learners ofFFL
Publish Year: 1397
نوع سند: مقاله کنفرانسی
زبان: English
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شناسه ملی سند علمی:
ELSCONF06_103
تاریخ نمایه سازی: 8 تیر 1398
Abstract:
Evaluation in its dual function control and validation is at the heart of any learningprocess. In regards to modern languages, the rapid development of language policies of recentdecades - the international and national level led to update reflection on the evaluation, which isknown to be a powerful tool in changing teaching practices .The areas of interest in evaluation arenot only the learners, teachers, and teaching content, but also with learning conditions,institutions and educational policies too. Under this systematic point of view, the aim of thisresearch is to investigate the application of formative evaluation by Iranian teachers and learnersof French language at ALLAME GHOTBE RAVANDI institute of foreign languages. Thetechnique of questionnaire was applied in order to do such case study. The results have revealedthat teachers and learners have no fruitful insight in relation to this evaluation function. The mainconclusion highlights that the integration of formative evaluation is feasible in a systematic wayinto a teaching/learning process if the teachers understands the extent of its action, function,implications and its different ways of accomplishment. At the end as a recommendation it shouldnote that the participation of the educational institution is essential, because it must ensure thecontinuous training of teachers and learners offering them opportunities to update theirknowledge in the light of the latest research in the field of education in general, and moreparticularly, in the field evaluation.
Keywords:
formative /summative evaluation , learning evaluation , French language , Iranian learners and teachers
Authors
Reza Rezaei
Assistant Professor of Linguistics – Faculty of Humanities – Yasouj University