The Impact of Formative Assessment Strategy Training on Young Learners' EFL Instructors' Perceptions and Practices of Formative Assessment [پايان نامه لاتين]
Narges Ahmadian
| Record Identifier: | 16921 |
| Title: | The Impact of Formative Assessment Strategy Training on Young Learners' EFL Instructors' Perceptions and Practices of Formative Assessment |
| Personal Name: | Narges Ahmadian |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Masoomeh Estaji |
| College: | Humanities |
| Univercity: | Khatam |
| Degree: | Master |
| Studied Year: | 2018 |
| Abstract: | Enhancing student achievement has always been the main objective for educators and educational researchers, and Formative Assessment (FA) was established to serve this purpose. To this end, this study investigated Iranian Young Learners (YL) EFL instructors perceptions and use of FA in the classrooms at primary school, and if strategy training on FA created a change among YL EFL instructors. The research employed mixed-methods in design, collecting data through a questionnaire, semi-structured interview, and an observation checklist. After pretest administration of the questionnaire and course observations, 25 International Baccalaureate (IB) School teacher participants of this study were trained in FA strategies and their perceptions and practices were analyzed and compared with that of the pretest using descriptive and comparative methods. Subsequently, a semi-structured interview was conducted with five teacher participants and once more their courses were observed to examine how their FA practices had changed after the course instruction. The quantitative results using One Sample t-Test, Paired Samples t-Test, and Wilcoxon Signed Ranks Test, revealed a significant change regarding how the participants perceived and practiced FA. The qualitative findings showed that although the majority of instructors were not formally trained for FA practices, they had highly positive attitudes toward its role and desired more training for the implementation of strategies and techniques. In conclusion, the research suggests formal training courses for developing a robust foundation and solid framework of action for FA classroom implementation; further, teachers collaborative learning and Professional Learning Communities (PLCs) can be developed as a form of continuous professional development. |
| شماره ثبت | نسخه | جلد | بخش | مرجع | شماره بازیابی | در دست امانت | تاریخ بازگشت | ملاحظات | |
|---|---|---|---|---|---|---|---|---|---|
| 218231 | 1 | ||||||||
| 218232 | 2 |
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