A phenomenographic study on language assessment literacy: hearing from Iranian university teachers

Rezai, Afsheen; Alibakhshi, Gudarz; Farokhipour, Sajjad; Miri, Mowla

doi:10.1186/s40468-021-00142-5

Cited by 11 publications

(9 citation statements)

References 98 publications

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“…As Bell et al (2013) note, along with providing students with enough samples to gain a deep Jalilzadeh and Coombe Language Testing in Asia (2023) 13:7 understanding of such evaluation criteria, they should be granted opportunities to critically evaluate their own performance (self-assessment) and their peers' performance (peer assessment) considering the evaluation criteria. When students are able to critically evaluate their own and their peers' performances, they can consolidate their learning and achieve deeper and higher levels of learning (Jalilzadeh et al, 2023, b;Lim, 2007;Rezai et al, 2021).…”

Section: Learning-oriented Assessmentmentioning

confidence: 99%

Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions

Jalilzadeh

Coombe

2023

Lang Test Asia

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Learning-oriented assessment has been called a practice that can be employed to increase the power of assessment practices in the classroom and one that has been said to promote efficient student learning. However, it is not always easy to employ learning-oriented assessment in English classes, because of a number of constraints. This study aimed at investigating the constraints which hinder teachers’ use of learning-oriented assessment in EFL classes. A phenomenological research method was used to explore the constraints associated with learning-oriented assessment. EFL teachers were selected through purposive sampling. The interviews were thematically coded into three main categories: teacher-related, institute-related, and learner-related constraints. It can be inferred that coordination among the different components of the curriculum is a necessary step that teachers need to take before attempting to employ LOA principles in their classes. Findings are theoretically and practically significant to EFL teachers and teacher educators as assessment instructors.

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Section: Learning-oriented Assessmentmentioning

confidence: 99%

Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions

Jalilzadeh

Coombe

2023

Lang Test Asia

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“…These courses are expected to raise university teachers’ awareness about the assessment biases and offer both theoretical and practical guidelines to ameliorate or eliminate their effects. Second, as demographic biases may imperil assessment fairness, teacher educators need to consider them as an indispensable part of university teachers’ assessment literacy and cover them sufficiently (Rezai et al, 2021 ). Third, university teachers should be fully cognizant of the adverse effects of gender, ethnicity, and SES biases on their assessment practices and try to avoid them as much as possible.…”

Section: Discussionmentioning

confidence: 99%

Demographic biases and assessment fairness in classroom: insights from Iranian university teachers

et al. 2022

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The literature indicates that the effects of sources of demographic biases on fairness in classroom assessment (CA) are under-researched in the Iranian higher education context. Hence, this study aims to explore the Iranian university teachers’ perceptions of the effects of demographic biases (e.g., gender, ethnicity, and socioeconomic (SES)) on their assessment fairness. With this aim, fifteen university teachers were selected using a criterion sampling method at Ayatollah Borujerdi University, Iran. To gather the required data, a reflective written statement was completed by the participants. The participants’ responses were translated verbatim into English and subjected to a standard thematic coding analysis. Findings yielded three recurring themes: ‘gender bias is prevalent in assessment practices’, ethnicity bias affects adversely assessment practices, and ‘SES bias jeopardizes fairness in assessment practices’. The results evidenced that gender, ethnicity, and SES biases can act as a major source of score pollution in CA. This study ends with proposing a range of implications for different testing stakeholders.

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“…One of the key concepts that has constantly been considered as an integral part of quality APs is fairness (Baniasadi et al, 2022 ; DeLuca, 2012 ; DeLuca et al, 2016 ; Green et al, 2007 ; Kunnan, 2000 , 2004 , 2018 ; Rezai et al, 2021 ; Tierney, 2014 ; Xu & Brown, 2016 ). The previous studies’ findings have disclosed that fair APs are closely correlated with students’ motivation for learning (Chory-Assad, 2002 ), students’ engagement in learning (Berti et al, 2010 ), and students’ level of academic achievement (Holmgren & Bolkan, 2014 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Fairness in classroom assessment: development and validation of a questionnaire

Rezai

2022

Lang Test Asia

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Although fairness in assessment practices has gained noticeable attention over the recent years, there has been a long-lasting study to design and validate a questionnaire to measure it from a psychometric perspective. Thus, this study aims to develop and validate a questionnaire with adequate psychometric properties to measure fairness in classroom assessment. Using a random sampling method, two samples of male and female university students for the first pilot (n = 128) and the second pilot (n = 360) were selected from Ayatollah Borujerdi University and Lorestan University. Drawing on the past literature, a pool of items (n = 118) were extracted and subjected to a 12-step systematic procedure, including content analysis and sampling; creating an item bank; running the first pilot; creating item pool one; expert judgment to evaluate the sub-scales; running an interview and think-aloud protocol; running Cronbach’s alpha; running the second pilot; running exploratory factor analysis, confirmatory factor analysis, and Cronbach’s alpha; creating item pool two; expert review; and translation and translation quality check. Findings yielded a 110-item questionnaire with 10 sub-scales: learning materials and practices (18 items); test design (24 items); opportunities to demonstrate learning (8 items); test administration (21 items); grading (11 items); offering feedback (6 items); tests results interpretation (5 items); decisions based on tests results (3 items); test results consequences (4 items); and students’ fairness-related beliefs and attitudes (10 items). The hope is that this questionnaire can serve research and educational purposes.

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A phenomenographic study on language assessment literacy: hearing from Iranian university teachers

Cited by 11 publications

References 98 publications

Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions

Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions

Demographic biases and assessment fairness in classroom: insights from Iranian university teachers

Fairness in classroom assessment: development and validation of a questionnaire

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