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Developing and Validating a Questionnaire to Assess EFL Teachers` Classroom-Based Assessment Literacy | ||
| Issues in Language Teaching | ||
| دوره 13، شماره 1، شهریور 2024، صفحه 85-123 اصل مقاله (1.58 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22054/ilt.2024.77139.819 | ||
| نویسندگان | ||
| Elham Banisaeed1؛ Mohammad Hashamdar* 2؛ Kobra Tavassoli3 | ||
| 1Ph.D. Candidate of TEFL, Islamic Azad University, Karaj Branch, Karaj, Iran | ||
| 2Assistant Professor of TEFL, Department of English Translation and Teaching, Islamic Azad University, Karaj Branch, Karaj, Iran | ||
| 3Assistant Professor of TEFL, Department of English Translation and Teaching, Islamic Azad University, Karaj Branch, Karaj, Iran | ||
| چکیده | ||
| Classroom-based assessment (CBA) as one of the constructs of formative assessment has been considered highly significant in recent years. Consequently, various tools have been designed to investigate teachers` CBA needs and deficiencies ignoring different levels of teachers` CBA literacy. Thus, the present study researchers developed and validated a classroom-based assessment literacy questionnaire (CALQ) to determine teachers` levels of CBAL. To do so, an inclusive review of the literature was accomplished to retrieve major themes and components of CBAL, and then a series of interviews were conducted with five assessment experts and 13 experienced EFL teachers in accordance with Pill and Harding’s (2013) Model of LAL, Hill and McNamara’s (2012) scope and dimensions of CBA in addition to teachers’ assessment literacy beliefs. Accordingly, a questionnaire (CALQ) including 41 items was developed. To inquire the reliability and validity of the CALQ, 318 EFL teachers were selected through non-probability convenience sampling and asked to answer the questionnaire. The outcomes of the Cronbach’s alpha demonstrated a proper reliability index, and factor analysis products clarified that items loaded on six factors named as illiteracy (6 items); nominal literacy (11 items); functional literacy (6 items); procedural and conceptual literacy (6 items); multidimensional literacy (6 items); and assessment literacy beliefs (6 items). Besides, CALQ is considered advantageous in assessing teachers’ CBAL and facilitating materials preparation to design instructional courses and develop EFL teachers’ CBAL, based on the conclusions of structural equation modeling (SEM), which proved that the Model enjoyed good psychometric features. | ||
| کلیدواژهها | ||
| Assessment Literacy (AL)؛ Language Assessment Literacy (LAL)؛ Classroom-based Assessment Literacy (CBAL)؛ Questionnaire؛ Validation | ||
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آمار تعداد مشاهده مقاله: 1,157 تعداد دریافت فایل اصل مقاله: 24 |
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