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Language assessment course at Iranian state universities: An evaluation of the incorporation of assessment principles into the course content

Upon perceiving the development of assessment literacy as a critical requirement for teachers' professional growth, the effectiveness of assessment training programs has been investigated from various perspectives. To add more to the research on this area, this study evaluated the efficacy of l...

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Autores principales: Taghizadeh, Masoomeh, Mazdayasna, Golnar
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9871212/
https://www.ncbi.nlm.nih.gov/pubmed/36704266
http://dx.doi.org/10.1016/j.heliyon.2023.e12857
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author Taghizadeh, Masoomeh
Mazdayasna, Golnar
author_facet Taghizadeh, Masoomeh
Mazdayasna, Golnar
author_sort Taghizadeh, Masoomeh
collection PubMed
description Upon perceiving the development of assessment literacy as a critical requirement for teachers' professional growth, the effectiveness of assessment training programs has been investigated from various perspectives. To add more to the research on this area, this study evaluated the efficacy of language assessment course at Iranian state universities in raising prospective teachers' awareness of the principles underlying language assessment. Accordingly, the course syllabus for English majors at the BA level, issued by the Ministry of Science, Research, and Technology (MSRT [1]), was content-analyzed. In addition, 92 language assessment course instructors' areas of content focus were explored through some Likert-scale items, and two instructors' teaching practices were observed throughout the course. Although the study did not claim that the course students lacked language assessment literacy (LAL), results cast doubts on the quality of their LAL concerning the principles of assessment. Overall, it seems that the assessment principles are given low priority by the syllabus designers and course instructors, which is contrary to the general debates on LAL. Concerning the underlying sub-components, reliability and validity qualities seemed to be incorporated into the course content, whereas other central themes (e.g., ethical considerations, fairness in assessment, test washback, etc.) were excluded. Finally, a set of key actions have been suggested to be taken by the course instructors and policymakers/syllabus designers to raise the course students’ awareness of the principles of assessment.
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spelling pubmed-98712122023-01-25 Language assessment course at Iranian state universities: An evaluation of the incorporation of assessment principles into the course content Taghizadeh, Masoomeh Mazdayasna, Golnar Heliyon Research Article Upon perceiving the development of assessment literacy as a critical requirement for teachers' professional growth, the effectiveness of assessment training programs has been investigated from various perspectives. To add more to the research on this area, this study evaluated the efficacy of language assessment course at Iranian state universities in raising prospective teachers' awareness of the principles underlying language assessment. Accordingly, the course syllabus for English majors at the BA level, issued by the Ministry of Science, Research, and Technology (MSRT [1]), was content-analyzed. In addition, 92 language assessment course instructors' areas of content focus were explored through some Likert-scale items, and two instructors' teaching practices were observed throughout the course. Although the study did not claim that the course students lacked language assessment literacy (LAL), results cast doubts on the quality of their LAL concerning the principles of assessment. Overall, it seems that the assessment principles are given low priority by the syllabus designers and course instructors, which is contrary to the general debates on LAL. Concerning the underlying sub-components, reliability and validity qualities seemed to be incorporated into the course content, whereas other central themes (e.g., ethical considerations, fairness in assessment, test washback, etc.) were excluded. Finally, a set of key actions have been suggested to be taken by the course instructors and policymakers/syllabus designers to raise the course students’ awareness of the principles of assessment. Elsevier 2023-01-09 /pmc/articles/PMC9871212/ /pubmed/36704266 http://dx.doi.org/10.1016/j.heliyon.2023.e12857 Text en © 2023 The Authors https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
spellingShingle Research Article
Taghizadeh, Masoomeh
Mazdayasna, Golnar
Language assessment course at Iranian state universities: An evaluation of the incorporation of assessment principles into the course content
title Language assessment course at Iranian state universities: An evaluation of the incorporation of assessment principles into the course content
title_full Language assessment course at Iranian state universities: An evaluation of the incorporation of assessment principles into the course content
title_fullStr Language assessment course at Iranian state universities: An evaluation of the incorporation of assessment principles into the course content
title_full_unstemmed Language assessment course at Iranian state universities: An evaluation of the incorporation of assessment principles into the course content
title_short Language assessment course at Iranian state universities: An evaluation of the incorporation of assessment principles into the course content
title_sort language assessment course at iranian state universities: an evaluation of the incorporation of assessment principles into the course content
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9871212/
https://www.ncbi.nlm.nih.gov/pubmed/36704266
http://dx.doi.org/10.1016/j.heliyon.2023.e12857
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