EFL Teachers’ Assessment Literacy and Their Reflective Teaching

Ashraf, Hamid; Zolfaghari, Samaneh

doi:10.12973/iji.2018.11129a

Cited by 44 publications

(45 citation statements)

References 23 publications

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“…The "Course Development and Design" means teachers' belief in the ability to handle class routines and student order. The "Student Assessment" Refers to the belief of teachers in assessing students' learning achievements and their ability to interpret the results of evaluation [8] [26]. The "teacher communication" is the belief in assessing the ability of teachers to interact with parents and communicate teaching concepts.…”

Section: A Vocational Teacher's Cognitive Analysis Of Literacy-orienmentioning

confidence: 99%

“…The school adjusts the content of the current curriculum and rethinks the content of the course [5], [6]. In terms of vocational education, we will strengthen the core literacy of the 12-nation new curriculum of practical and cross-disciplinary competence, and through the professional training mechanism and the development of a literate-oriented practical evaluation system, with a close integration of the 12-nation education curriculum [7], [8].…”

Section: Introductionmentioning

confidence: 99%

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Vocational Teacher's Demand Analysis for the Literacy-Oriented Teaching of the 12-Nation New Curriculum: Multi-case Research Design Method

Chun-Mei¹,

Shen²,

Shen³

et al. 2020

IJSSH

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The study aims to understand that the vocational teacher responds to the teaching needs of the literacy-oriented teaching of the 12-nation new curriculum. It is important of the impact of the new curriculum on teaching and the schools' literacy-oriented teaching contents. In order to achieve this goal, this study uses a number of case studies to understand the views of teachers and vocational education experts on the teaching and needs of the 12-nation new curriculum. The result of vocational teachers' literacy-oriented teaching need was "course conversion" (30%), "curriculum development and design" (24%), "Education practice" (16%), "Student assessment" (12%), "Parental communication" (10%) and "Professional leadership" (8%). In order to understand the practical difficulties that vocational teachers may face and the measures that can provide professional teaching, and propose in-service teachers' learning activities. It is important to effectively cultivate teachers' professional-oriented teaching professional ability. Index Terms-Literacy-oriented teaching, 12-nation new curriculum, transformative learning, teaching decision-making. Education(TSSCI), Quarterly curriculum and Instruction(TSSCI). Her research interests are focusing on three major areas: (1) The e-learning, teaching mechanism and cognition change process of tertiary education.(2) The teaching excellence mechanism effect and recognition change effect of tertiary teachers.(3) Entrepreneurship education and internship curriculum development and experiment of tertiary education program. Her publications are available at:

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Section: A Vocational Teacher's Cognitive Analysis Of Literacy-orienmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Vocational Teacher's Demand Analysis for the Literacy-Oriented Teaching of the 12-Nation New Curriculum: Multi-case Research Design Method

Chun-Mei¹,

Shen²,

Shen³

et al. 2020

IJSSH

View full text Add to dashboard Cite

show abstract

“…While much has been written about teacher self-efficacy and about approaches to professional development such as peer observation and action research which encourage teachers to evaluate their own teaching, limited work, as Borg and Edmett (2018)) assure, is available specifically on teacher self-assessment (Ashraf &Zolfaghari, 2018 andStabler-Havener, 2018).…”

Section: Related Studiesmentioning

confidence: 99%

Using An On-line Digital Tools- Based Program For Fostering EFL Preservice Teachers' Visual Literacy And Self-appraisal

Mohammed

2019

مجلة البحث فی التربیة وعلم النفس

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“…It has been widely acknowledged that assessing student performance is an essential elements of a teacher's job. Indeed, assessment is an integral part of the teaching and learning process (Ashraf, Zolfaghari, 2018), hence teachers spend a significant amount of time engaging in assessment activities (DeLuca, Klinger, 2010). Assessment of language learning is considered not only as a means to monitor students' progress and improve achievement but also to promote learning (Earl, 2003).…”

Section: Introductionmentioning

confidence: 99%

An Investigation into EFL Teachers’ Assessment Literacy: Indonesian Teachers’ Perceptions and Classroom Practice

2020

European Journal of Contemporary Education

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The current study aimed to explore junior secondary school English as a foreign language (EFL) teachers perceptions of classroom-based assessment and to understand the extent to which teachers' perceptions are reflected in their practice. To this end, a total of twenty two Indonesian EFL teachers from six public junior secondary schools participated in the study where they were surveyed and interviewed. Shim's (2009) survey instrument was adapted to collect data related teachers' perception. A semi-structured interview was conducted with five of twenty-two teachers where were selected randomly. A document study was also conducted to further verify data from the questionnaire and interview. The gathered data included curriculum, syllabus, lesson plans, example of assessment materials and students' work. Quantitative data analysis with t-test was employed to analyse the quantitative data while the qualitative data were analysed using a thematic data analysis. Findings of the current study had suggested that teachers had appropriate knowledge about assessment principles and applied such a knowledge into classroom practice. Although, the discrepancy between teachers' knowledge and its application in classroom practices was identified, particularly in implementation and monitoring stages. Some concerns that influenced teachers' practice of classroom assessment included the local or school policy, teachers' use of nonachievement factors (e.g. students' attendance and attitudes), and parents' involvement in their children education. The findings contribute to a better understanding of teachers' assessment literacy in their particular context, as they make meaning and interact with assessment materials and relevant stakeholders of assessment. Recommendations were offered in reference to the findings.

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EFL Teachers’ Assessment Literacy and Their Reflective Teaching

Cited by 44 publications

References 23 publications

Vocational Teacher's Demand Analysis for the Literacy-Oriented Teaching of the 12-Nation New Curriculum: Multi-case Research Design Method

Vocational Teacher's Demand Analysis for the Literacy-Oriented Teaching of the 12-Nation New Curriculum: Multi-case Research Design Method

Using An On-line Digital Tools- Based Program For Fostering EFL Preservice Teachers' Visual Literacy And Self-appraisal

An Investigation into EFL Teachers’ Assessment Literacy: Indonesian Teachers’ Perceptions and Classroom Practice

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