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

Abstract This study aims to disclose the Iranian university teachers’ perceptions of the fundamentals of language assessment literacy (LAL). To this aim, using purposive sampling, eighteen university teachers from two Iranian universities were invited to participate in semi-structured interviews. Th...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Afsheen Rezai, Gudarz Alibakhshi, Sajjad Farokhipour, Mowla Miri
Formato:	article
Lenguaje:	EN
Publicado:	SpringerOpen 2021
Materias:	Language assessment literacy Higher education context University teachers Phenomenographic analysis Language and Literature P
Acceso en línea:	https://doaj.org/article/a60b601798264111b5f80257341aa417
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:a60b601798264111b5f80257341aa417
record_format	dspace
spelling	oai:doaj.org-article:a60b601798264111b5f80257341aa4172021-12-05T12:16:37ZA phenomenographic study on language assessment literacy: hearing from Iranian university teachers10.1186/s40468-021-00142-52229-0443https://doaj.org/article/a60b601798264111b5f80257341aa4172021-12-01T00:00:00Zhttps://doi.org/10.1186/s40468-021-00142-5https://doaj.org/toc/2229-0443Abstract This study aims to disclose the Iranian university teachers’ perceptions of the fundamentals of language assessment literacy (LAL). To this aim, using purposive sampling, eighteen university teachers from two Iranian universities were invited to participate in semi-structured interviews. Their viewpoints were audio-recorded, transcribed, and subjected to a phenomenographic analysis. Findings yielded two overarching LAL domains: knowledge (e.g., having an acceptable level of digital LAL, satisfying ethical requirements, benefiting more from performance assessment, considering students’ individual differences, making assessment valid, assuring that tests are reliable, and having an acceptable level of pedagogical content knowledge) and skills (e.g., involving students in assessment, using alternative assessment methods, employing logically traditional assessment methods, informing students about test results, administering tests in standardized ways, using valid grading procedures, and bringing positive wash-back effects). After discussing the results, the study concludes with proposing a range of implications for different testing stakeholders and highlighting some avenues for further research.Afsheen RezaiGudarz AlibakhshiSajjad FarokhipourMowla MiriSpringerOpenarticleLanguage assessment literacyHigher education contextUniversity teachersPhenomenographic analysisLanguage and LiteraturePENLanguage Testing in Asia, Vol 11, Iss 1, Pp 1-25 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Language assessment literacy Higher education context University teachers Phenomenographic analysis Language and Literature P
spellingShingle	Language assessment literacy Higher education context University teachers Phenomenographic analysis Language and Literature P Afsheen Rezai Gudarz Alibakhshi Sajjad Farokhipour Mowla Miri A phenomenographic study on language assessment literacy: hearing from Iranian university teachers
description	Abstract This study aims to disclose the Iranian university teachers’ perceptions of the fundamentals of language assessment literacy (LAL). To this aim, using purposive sampling, eighteen university teachers from two Iranian universities were invited to participate in semi-structured interviews. Their viewpoints were audio-recorded, transcribed, and subjected to a phenomenographic analysis. Findings yielded two overarching LAL domains: knowledge (e.g., having an acceptable level of digital LAL, satisfying ethical requirements, benefiting more from performance assessment, considering students’ individual differences, making assessment valid, assuring that tests are reliable, and having an acceptable level of pedagogical content knowledge) and skills (e.g., involving students in assessment, using alternative assessment methods, employing logically traditional assessment methods, informing students about test results, administering tests in standardized ways, using valid grading procedures, and bringing positive wash-back effects). After discussing the results, the study concludes with proposing a range of implications for different testing stakeholders and highlighting some avenues for further research.
format	article
author	Afsheen Rezai Gudarz Alibakhshi Sajjad Farokhipour Mowla Miri
author_facet	Afsheen Rezai Gudarz Alibakhshi Sajjad Farokhipour Mowla Miri
author_sort	Afsheen Rezai
title	A phenomenographic study on language assessment literacy: hearing from Iranian university teachers
title_short	A phenomenographic study on language assessment literacy: hearing from Iranian university teachers
title_full	A phenomenographic study on language assessment literacy: hearing from Iranian university teachers
title_fullStr	A phenomenographic study on language assessment literacy: hearing from Iranian university teachers
title_full_unstemmed	A phenomenographic study on language assessment literacy: hearing from Iranian university teachers
title_sort	phenomenographic study on language assessment literacy: hearing from iranian university teachers
publisher	SpringerOpen
publishDate	2021
url	https://doaj.org/article/a60b601798264111b5f80257341aa417
work_keys_str_mv	AT afsheenrezai aphenomenographicstudyonlanguageassessmentliteracyhearingfromiranianuniversityteachers AT gudarzalibakhshi aphenomenographicstudyonlanguageassessmentliteracyhearingfromiranianuniversityteachers AT sajjadfarokhipour aphenomenographicstudyonlanguageassessmentliteracyhearingfromiranianuniversityteachers AT mowlamiri aphenomenographicstudyonlanguageassessmentliteracyhearingfromiranianuniversityteachers AT afsheenrezai phenomenographicstudyonlanguageassessmentliteracyhearingfromiranianuniversityteachers AT gudarzalibakhshi phenomenographicstudyonlanguageassessmentliteracyhearingfromiranianuniversityteachers AT sajjadfarokhipour phenomenographicstudyonlanguageassessmentliteracyhearingfromiranianuniversityteachers AT mowlamiri phenomenographicstudyonlanguageassessmentliteracyhearingfromiranianuniversityteachers
_version_	1718372093109731328

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

Ejemplares similares