Assessment Practices

AbstractA paradigm shift in education has led to implementing learner-centered pedagogy (LCP) which considers learners as the central element of the learning process, and it is progressively being encouraged in higher education. Examining the implementation of learner-centered pedagogy in English language teaching (ELT) context is important. While this paradigm of teaching has long been introduced to education in general and language teaching in particular, it is claimed that scant attention has been given to its implementation in Iranian EFL context. The present study was to compare the implementation of learner-centered pedagogy in assessment procedures at different Iranian universities. Therefore, using convenience sampling technique, 378 TEFL students from both genders and different ages (mostly 20 to 35 years old) were selected. To gather data, a reliable, valid researcher made LCP questionnaire was distributed among the participants. Gathered data were analyzed using one-way ANOVA. The results of the data analysis demonstrated that there was a significant difference between the performance of state university and Islamic Azad and non-state university, while no significant difference was observed between the performance of Islamic Azad and non-state university students. The outcomes can provide insights into considering learner-centered pedagogy in teaching to improve teaching English as a foreign language (TEFL) program. Moreover, they can be practical for teachers, material developers, as well as syllabus designers.

This research explores language assessment practices and training preferences in Iranian English as a Foreign Language (EFL) teaching, aiming to provide valuable insights into the current landscape among 363 Iranian EFL teachers. Data collection included diverse demographics, facilitating a thorough analysis of assessment practices and preferences. Statistical analyses, such as chi-square tests, revealed a significant gap between the perceived importance and the actual proficiency of Iranian EFL teachers. Speaking skills are prioritized while listening comprehension is least emphasized. Common assessment methods include active class participation, oral presentations, and closed-ended tests, with underutilized methods suggesting a need for broader teacher development programs. The study underscores the diverse terminology used for teacher-mediated assessments, emphasizing the multifaceted nature of EFL assessment practices. In summary, the paper highlights the significance of tailored assessment literacy programs to bridge the gap and enhance English language teaching in Iran.

This article delved into the realm of EFL assessment in Iraq by investigating the beliefs of Iraqi EFL teachers about assessment practices they employed in their classroom and determining whether there was any congruency between their beliefs and actual assessment practices. For this purpose, 140 experienced Iraqi EFL teachers were selected by convenience sampling and the data were collected by the Teachers’ Assessment Practices Belief Questionnaire and the Teachers’ Assessment Practices Questionnaire. The findings of Pearson correlation and descriptive analysis revealed that the cognitive level of assessments (e.g., reasoning and application), types of assessments (e.g., portfolios and concept mapping), and evaluation criteria (e.g., improvement and student effort) were highly valued by the teachers. Regarding assessment practices in the classroom, the participants reported obtaining, elucidating, and responding to learning evidence and assisting students to acquire a positive orientation of learning (making learning explicit). Promoting learning autonomy (an expanded opportunity to assume increased autonomy in defining their learning goals and evaluating both their work and that of their peers) was also found in the teachers’ reports. Besides, an interest in assisting students adhere to performance goals stipulated by the curriculum using careful questioning and assessed by scores and grades (performance orientation). Implications and suggestions of the study are discussed in the article.

This article investigates language assessment literacy (LAL), among tertiary EFL teachers in Indonesia, a crucial area that remains under-explored within the context of EFL education. LAL is conceived as knowledge, skills, and competencies required in designing, administering, and interpreting language assessments, contributing to high quality learning and teaching practices. Despite their importance, there has been little knowledge of Indonesian EFL teachers with regard to LAL levels, particularly in higher education. This study bridges the gap and investigates teachers' knowledge of the fundamental assessment principles (validity, reliability and practicality), their ability to put assessment practices into a classroom, the challenges they face in interpreting assessment data to inform instruction, and experience in assessing language skills and components. A mixed-methods approach was adopted, using surveys and interviews with 297 EFL teachers at various higher education institutions (102) in Indonesia. It points out that EFL teachers in Indonesia face common obstacles to LAL training, especially in the practical application of assessment knowledge. This finding underlines the need for well-rounded professional development programs to improve teachers' LAL, focusing on some aspects of language assessment practice. The study concludes with some recommendations on how teacher education programs and assessment practices can be improved in the EFL context in Indonesia. A key recommendation is that institutions and policymakers should integrate comprehensive LAL programs into teacher education curricula for both pre-service and in-service training.