Iranian Efl Teachers' Writing Assessment Beliefs, Literacy, and Training Needs: Do Majors Matter?

Soltanpour, Fatemeh; Valizadeh, Mohammadreza

doi:10.26634/jelt.9.2.15381

Cited by 2 publications

(2 citation statements)

References 25 publications

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“…Literacy is a crucial skill that can either benefit or hinder students' learning. Despite the importance of ensuring that teachers are knowledgeable about assessments, Soltanpour & Valizadeh (2019) stated that researchers and academics pushed hard to have assessments be a part of teacher preparation. However, the extent to which this is true is not known.…”

Section: Introductionmentioning

confidence: 99%

Writing Assessment Literacy: Investigating EFL Teachers' Writing Assessment Practices in A Vocational School

Munasih,

Prastikawati,

Wiyaka

et al. 2024

ECL

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The study examines English Teachers’ knowledge and attitudes concerning different assessment methods in SMK Ky Ageng Giri. Understanding assessment concepts helps teachers choose and create the best methods to assess students. How much SMK instructors Ky Ageng Giri knew about writing assessment and if they had formal training before instructing are two major research topics. Three SMK Ky Ageng Giri English teachers complete open-ended surveys and classroom observations. The poll found that most individuals had some formal training, but 33.3% had none. All teachers claimed they had no formal assessment writing training. More than half complained about creating evaluation projects to evaluate their students. The open-ended questionnaire answers match class practice and evaluation background. The study aims to evaluate the implementation of current educational programs in classrooms and identify assessment writing concerns among English teachers to inspire Vocational School teachers to review their assessment processes.

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Section: Introductionmentioning

confidence: 99%

Writing Assessment Literacy: Investigating EFL Teachers' Writing Assessment Practices in A Vocational School

Munasih,

Prastikawati,

Wiyaka

et al. 2024

ECL

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“…More recently, Soltanpour and Valizadeh (2019) gauged the level of Iranian EFL teachers' writing assessment literacy, and identified their training needs. The teachers' beliefs in scoring accuracy in writing assessment, general assessment issues in writing classrooms, and different writing assessment methods were also explored.…”

Section: Introductionmentioning

confidence: 99%

EFL Teachers’ Writing Assessment Literacy, Beliefs, and Training Needs in the Context of Turkey

Valizadeh

2019

ALLS

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Teachers’ assessment literacy and beliefs contribute to encouraging or undermining students’ learning; therefore, investigating such literacy to fulfill the teachers’ training needs is essential. This quantitative survey study investigated the current level of 152 English as a Foreign Language (EFL) teachers’ writing assessment literacy (WAL) in Turkey and identified their training needs in this area by means of a questionnaire. Further, this research explored the teachers’ beliefs about different writing assessment methods, general assessment issues in writing classrooms and then scoring accuracy in writing assessment. Although 80.9% of the teachers stated that they had already received prior training in WAL, a vast majority of the participants (over 90%) stated they need to receive training in all the investigated WAL areas. The training need areas which stood on the highest six ranks included “Using pre-designed integrated writing tasks”, “Designing integrated writing tasks”, “Giving feedback to students based on information from tests/assessment”, “Designing good writing tasks/tests”, “Using the scoring rubrics”, “Designing the scoring rubrics”, “Using self-assessment”, “Using peer-assessment”, and “Using assessment portfolio”. The detailed findings regarding the teachers’ beliefs in the above-mentioned issues are explained and discussed in the paper. To improve the situation, the shortcomings in the language teacher education programs in Turkey should be addressed.

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Iranian Efl Teachers' Writing Assessment Beliefs, Literacy, and Training Needs: Do Majors Matter?

Cited by 2 publications

References 25 publications

Writing Assessment Literacy: Investigating EFL Teachers' Writing Assessment Practices in A Vocational School

Writing Assessment Literacy: Investigating EFL Teachers' Writing Assessment Practices in A Vocational School

EFL Teachers’ Writing Assessment Literacy, Beliefs, and Training Needs in the Context of Turkey

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