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

Rezai, Afsheen; Namaziandost, Ehsan; Miri, Mowla; Kumar, Tribhuwan

doi:10.1186/s40468-022-00157-6

Cited by 40 publications

(23 citation statements)

References 78 publications

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“…When it comes to CF, the difficulty level might vary from just providing pupils with accurate answers to discussing why a specific response was accurate or incorrect. According to Rezai et al (2022), the feedback includes not only correcting students' mistakes but also providing them with an appraisal of how well they have done, whether during a drill or after a lengthier duration. Teachers must rectify their students' errors, and they must be informed of their errors either directly or indirectly, verbally or in writing.…”

Section: Discussionmentioning

confidence: 99%

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

et al. 2022

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Although corrective feedback (CF) has been studied, more studies still need to be conducted on this variable to check its effects on language learning. Therefore, this study aimed to investigate the effectiveness of teachers’ written and verbal CF during the formative assessment (FA) on English as a foreign language (EFL) learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL) in Ahvaz, Iran. Using the convenience sampling method, 76 students were chosen and divided into the experimental group (EG) and control group (CG). The EG received CF during FA, but CG was taught traditionally. After analyzing the data through descriptive and inferential statistics, the results indicated that the teachers’ written and verbal CF during FA positively affected the experimental language learners’ AP. In addition, the results showed that teachers’ CF significantly diminished the EG’s level of anxiety. Regarding the learners’ ATL English, the results showed that there was a significant change in the pre-test and post-test due to the feedback received from the teacher, which means that learners’ ATL enhanced remarkably. Considering the results of this study, a number of conclusions are drawn, and several implications are put forward.

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Section: Discussionmentioning

confidence: 99%

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

et al. 2022

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“…Typically, no more formal learning is occurring at this stage, other than incidental learning that may happen via completing the assignments and projects (Wuest & Fisette, 2012 ). Summative assessment measures what students have learned and mostly is conducted at the end of a course of instruction (Abeywickrama & Brown, 2010 ; Liu et al, 2021 ; Rezai et al, 2022 ).…”

Section: Review Of the Literaturementioning

confidence: 99%

Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill

et al. 2022

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As assessment plays an important role in the process of teaching and learning, this research explored the impacts of formative and summative assessments on academic motivation, attitude toward learning, test anxiety, and self-regulation skill of EFL students in Iran. To fulfill the objectives of this research, 72 Iranian EFL learners were chosen based on the convenience sampling method assigned to two experimental groups (summative group and formative group) and a control group. Then, the groups took the pre-tests of test anxiety, motivation, and self-regulation skill. Then, one experimental group was trained by following the rules of the formative assessment and the other experimental group was taught according to the summative assessment. The control group was instructed without using any preplanned assessment. After a 15-session treatment, the post-tests of the test anxiety, motivation, and self-regulation skill were administered to all groups to assess the impacts of the instruction on their language achievement. Lastly, a questionnaire of attitude was administered to both experimental groups to examine their attitudes towards the impacts of formative and summative assessment on their English learning improvement. The outcomes of one-way ANOVA and Bonferroni tests revealed that both summative and formative assessments were effective but the formative one was more effective on academic motivation, test anxiety, and self-regulation skill. The findings of one sample t-test indicated that the participants had positive attitudes towards summative and formative assessments. Based on the results, it can be concluded that formative assessment is an essential part of teaching that should be used in EFL instructional contexts. The implications of this study can help students to detect their own weaknesses and target areas that need more effort and work.

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“…In DA, the pupils are taught how to complete specific tasks and are provided with mediated support to master them. Their ability improvement to solve comparable tasks is then assessed (Kirschenbaum, 2008;Rezai et al, 2022). Lidz (2002) observes DA as a collaboration between an assessor as an intervener and a student as an active participant, which tries to evaluate the modifiability degree of the student and the method by which favorable modifications in cognitive functioning can be made and sustained.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Dynamic vs. diagnostic assessment: impacts on EFL learners’ speaking fluency and accuracy, learning anxiety, and cognitive load

et al. 2022

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Despite their importance, dynamic and diagnostic assessments (DigAs) have received little attention in phycological aspects of foreign language teaching and learning settings; therefore, this study compared the effects of dynamic and diagnostic assessment (DigA) on Afghan EFL learners’ speaking fluency and accuracy (SFA), learning anxiety (LA), and cognitive load (CL). To do so, 90 Afghan EFL learners were recruited and assigned to two experimental groups (EGs), namely a dynamic assessment group (DAG), a DigAG, and a control group (CG). After that, the three groups were pretested on SFA, LA, and CL. Then, one EG was trained based on the DA, and the other EG was taught based on the DigA, while the CG received common speaking instruction. After finishing the instruction, all groups were given the posttests of SFA, LA, and CL to evaluate the impacts of the treatment on their performances. The findings of the one-way ANOVA test divulged that both EGs outflanked the CG on their posttests. In fact, using dynamic and DigA developed EFL learners’ SFA and CL and reduced their LA. Though both EGs outflanked the CG, the DAG had better improvement than the DigAG on their posttests. At the end of the research, some implications were provided, and some suggestions were recommended for the next studies.

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

Cited by 40 publications

References 78 publications

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL)

Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill

Dynamic vs. diagnostic assessment: impacts on EFL learners’ speaking fluency and accuracy, learning anxiety, and cognitive load

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