EFL Teachers' and Experts' Perspectives toward Assessment Literacy in Digital Environments

Autor/inn/en	Estaji, Masoomeh; Banitalebi, Zahra
Titel	EFL Teachers' and Experts' Perspectives toward Assessment Literacy in Digital Environments
Quelle	In: TESL-EJ, 27 (2023) 2, (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Estaji, Masoomeh) ORCID (Banitalebi, Zahra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; COVID-19; Pandemics; Knowledge Level; Student Evaluation; Evaluation Methods; Teacher Attitudes; Technological Literacy; Pedagogical Content Knowledge; Language Proficiency; Foreign Countries; Specialists; College Faculty; Teacher Characteristics; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Wissensbasis; Schulnote; Studentische Bewertung; Lehrerverhalten; Technisches Wissen; Pädagogische Kompetenz; Language skill; Language skills; Sprachkompetenz; Ausland; Fakultät
Abstract	Despite a large number of studies on teachers' assessment literacy (AL) and the increasing interest in digital assessment, there is a paucity of research on teachers' AL in digital environments (TALiDE). To bridge this gap, the current study explored the effects of the COVID-19 pandemic on TALiDE, the roles, and competencies underlying TALiDE, and whether technology needs to be considered in the conceptualization of AL. The data were collected from an open-ended questionnaire and a set of interviews investigating the perspectives of 27 participants (12 experts and 15 EFL teachers). The findings, inferred from content and thematic analyses of data, reflected teachers' raised awareness as a result of the COVID-19 pandemic experience, which resulted in an understanding of new approaches to assessment and increased value of TALiDE. Furthermore, compared to the existing literature on AL, roles and competencies underlying TALiDE corresponded to five main subthemes: teacher as a knower, implementer, confident technology user, moral agent, and learner. Finally, findings speculated a potential role for technology in the AL concept. This study can provide teacher trainers, educational policymakers, and course designers with implications for designing teacher development courses and programs to integrate TALiDE into their training practices. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01