Do Place of Living and Age Range Affect EFL Teachers’ Perceptions of Online Formative Assessment Validity? A Case of Iran
Publish place: The first national conference on linking education with society, organizations and industries (challenges and solutions)
Publish Year: 1402
نوع سند: مقاله کنفرانسی
زبان: English
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شناسه ملی سند علمی:
LESOI01_012
تاریخ نمایه سازی: 12 اسفند 1402
Abstract:
Online formative assessments have become an integral part of modern education in the digital learning era. However, there is growing concern about the validity of these assessments in educational research. This study focuses on examining how Iranian EFL teachers' place of living and age range influence their perceptions of online formative assessment validity indicators. The study involved ۳۱۶ Iranian EFL teachers who completed an online formative assessment validityscale developed by Maleki et al. (۲۰۲۳). These teachers represented various EFL contexts and included both males and females with different age groups and educational degrees ranging from B.A to Ph.D. The findings indicated that both the place of living and age range of EFL teachers can impact their perceptions of online formative assessment validity. This study holds implications for EFL teachers, educators, and policymakers. EFL teachers and educators should consider multiple factors when designing assessments, ensuring they align with learning objectives, are culturally sensitive, and provide meaningful feedback to students.
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Authors
Alireza Maleki
Islamic Azad University of Torbat-e Heydarieh, Iran
Hossein Khodabakhshzadeh
Islamic Azad University of Torbat-e Heydarieh, Iran
Mitra Zeraatpishe
Islamic Azad University of Mashhad, Iran
Purya Baghaei
Islamic Azad University of Mashhad, Iran