Moving toward a Democratic Assessment Framework: Iranian EFL Teachers' Critical Language Assessment Literacy
Publish place: International Journal of Language Testing، Vol: 13، Issue: 2
Publish Year: 1402
Type: Journal paper
Language: English
View: 189
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Document National Code:
JR_IJLT-13-2_002
Index date: 8 October 2023
Moving toward a Democratic Assessment Framework: Iranian EFL Teachers' Critical Language Assessment Literacy abstract
In spite of the resurgence of interest in teachers' language assessment literacy (LAL), teachers' critical language assessment literacy (CLAL) has not garnered satisfactory prominence. This constitutes a substantial void in the extant corpus of literature that this study will address. To this illumination, a cross-sectional survey research approach utilizing the Critical Language Assessment Literacy (CLAL) scale (Tajeddin et al., 2022) was employed to accomplish the stated purpose of the study. The current study conveniently selected 120 Iranian EFL teachers in different language institutes and universities in Tehran and Kermanshah province. To analyze data, descriptive (e.g., mean and standard deviation) and inferential statistics (e.g., one sample t-test) were employed to illustrate a comprehensive answer to the study's primary research question. The results of the one-sample t-test and the mean value for all CLAL items showed that teachers have moderate or low knowledge of CLAL factors. In addition, the findings signposted that effective teachers must retain high linguistic competence, teaching/learning cognition, and knowledge of critical language assessment literacy factors; this could be accomplished by including these factors in teacher training programs. These findings displaying shortcomings and gaps in the critical language assessment literacy (CLAL) level of Iranian EFL teachers hold many theoretical and pedagogical implications for teacher development in the realm of assessment and testing at the practice, policy, and professional development levels.
Moving toward a Democratic Assessment Framework: Iranian EFL Teachers' Critical Language Assessment Literacy Keywords:
assessment literacy , critical language assessment , critical language assessment literacy , Iranian EFL teachers' assessment literacy
Moving toward a Democratic Assessment Framework: Iranian EFL Teachers' Critical Language Assessment Literacy authors
Ali Momeni
Allameh Tabataba’i University, Tehran, Iran.
Esmaeel Ali Salimi
Department of English Language and Literature, Faculty of Foreign Languages, Allameh Tabataba&#۰۳۹;i University