نوع مقاله : مقاله پژوهشی
نویسنده
گروه زبان شناسی دانشکده ادبیات و زبان های خارجه دانشگاه علامه طباطبایی، تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
Assessment is one of the key components in language education that can contribute to improving teaching and learning for language learners. The present study aimed to investigate the perceptions of Persian language teachers teaching non-Persian speakers regarding the concept of assessment and to align these perceptions with the theoretical framework of Gavin T. L. Brown. To this end, data were collected online using the abridged version of the Teachers' Conceptions of Assessment (CoA-III) questionnaire, which includes 27 items across four main constructs: improvement in education, institutional accountability, learner accountability, and the irrelevance of assessment. Thirty-four Persian language teachers teaching non-Persian speakers participated in this study. Descriptive and inferential statistical analyses revealed that teachers consider assessment an important tool for improving teaching and learning, but they hold varied perspectives regarding the roles of institutional accountability, learner accountability, and the irrelevance of assessment. The results also indicated that variables such as gender, age, and teaching experience do not have a significant impact on these teachers' attitudes toward assessment. These findings suggest the need to design educational programs to enhance assessment literacy among teachers in this field and propose that educational policies should align with teachers' understanding of assessment, fostering a mutual agreement in this regard.
کلیدواژهها [English]
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