High-stakes concerns and value-added models: Guiding EFL instructors to be transformative intellectuals rather than passive technicians
Publish place: The first international conference on innovation and research in the humanities and social cultural studies
Publish Year: 1395
نوع سند: مقاله کنفرانسی
زبان: English
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شناسه ملی سند علمی:
ADCONF01_039
تاریخ نمایه سازی: 10 تیر 1396
Abstract:
In the current article, we tried to add to the growing literature on the accountability of EFL instructors in Iranian academic settings. Our first goal in broaching the discussions was to increase awareness among our educational policy makers about some serious failures of what we call evaluation that is not able to provide some fair answers to our high stakes questions. We, thus, paid attention to transformative characteristics of instructors that promote students’ gains and achievements in their fields of study, namely English language teaching. We then proposed value-added models as more appropriate evaluators of instructors’ accountability. We explained that these models allow for various important variables that determine learners’ progress across their study years and mark out the extents of instructors’ accountability and influence in any gain and positive change.
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Authors
Vida Dehnad
Lecturer, English department, University of Neyshabur
Roghayeh Farsi
Assistant Professor, English department, University of Neyshabur,
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