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

Language Testing in Asia

Mowla Miri¹  Gudarz Alibakhshi¹  Sajjad Farokhipour²  Afsheen Rezai³ 

[1] Department of English Language and Literature, Allameh Tabataba’i University, Tehran, Iran;Department of English Language and Literature, Shahid Mahalati Higher Education Center, Iran;Department of Teaching English and Linguistics, Ayatollah Ozma Burojerdi University, Borujerd City, Iran;Teaching English and Linguisitcs Department, Faculty of Literature and Humanities, Ayatollah Ozma Burojerdi University, Burojerd City, Lorestn Province, Iran;

关键词: Language assessment literacy;    Higher education context;    University teachers;    Phenomenographic analysis;   

DOI  :  10.1186/s40468-021-00142-5

来源: Springer

【 摘 要 】

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.

【 授权许可】

CC BY