Presenting assessment for learning for EFL reading in an assessment of learning examination-driven system in Iran
Publish Year: 1393
نوع سند: مقاله کنفرانسی
زبان: English
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شناسه ملی سند علمی:
ELSCONF02_050
تاریخ نمایه سازی: 25 بهمن 1394
Abstract:
While there has been an increase of research on assessment for learning (AFL) over the past decade, L2 reading assessment has tended to focus much more on assessment of learning (AOL) than AFL. This study seeks to investigate the implementation of AFL for EFL reading within an examinationdriven AOL system in Iran, its possible impact on students’ motivation and reading performance, as well as the factors that might facilitate or inhibit its uptake. Multiple sources of data were collected, including questionnaires, interviews, pre- and post-tests, and lesson observations. The findings showed that while teachers strengthened planning and pre-assessment instruction, sharing learning goals with students and using feedback forms to provide feedback and align assessment with instruction, they had to adhere to conventional practices that required detailed attention to errors and summative scores. Results about students’ motivation are mixed, suggesting some tension between innovative and traditional assessment practices. Pre- and post-tests indicated some improvement in students’ reading performance, with teachers believing that AFL did have a role to play. The factors that facilitated and constrained teachers’ attempts to implement assessment for learning are discussed, and implications drawn.
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Authors
Abbas Moradan
Ph.D., TEFL, Assistants Professor of Semnan University, Iran.
Fahime Gholizade
M.A., TEFL, Semnan University,
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