Abstract:
The current study aimed at examining the relationship between English language teachers’ assessment literacy and their teaching experience. In other words, it intended to inspect the relationship between native and non-native English language teachers’ assessment literacy and their teaching experience. To achieve such goals, 100 native and non-native English teachers from ESL and EFL contexts were picked out on the basis of a combination of availability sampling and snowball sampling procedures. They were asked to take part in the study by filling out Classroom Assessment Literacy Inventory developed by Cynthia Campbell and Craig Mertler (2004). The results revealed that there was a positive relationship between native English language teachers’ perspectives regarding assessment literacy and their experience. Besides, 32 percent of shared variances between native teachers’ perspectives regarding assessment literacy and their experiences. However, there was not any significant relationship between non-native English language teachers’ perspectives regarding assessment literacy and their experience.
Machine summary:
However, there was not any significant relationship between non- native English language teachers’ perspectives regarding assessment literacy and their experience.
This study aims to answer the following research questions: Is there any statistically significant relationship between native English language teachers’ perspectives regarding assessment literacy and their teaching experience?
Is there any statistically significant relationship between non-native English language teachers’ perspectives regarding assessment literacy and their teaching experience?
Results indicated statistically significant differences on the self-perceived assessment skills with respect to teachers' gender, subject area, grade level, teaching experience, and in-service assessment training.
The results of data analysis indicated that there is a highly significant positive relationship between Iranian EFL teachers’ assessment literacy and teaching experience.
<H4>Results</H4> Is there any statistically significant relationship between native English language teachers’ perspectives regarding assessment literacy and their teaching experience?
In order to check the statistically significant relationship between native English language teachers’ perspectives regarding assessment literacy and their experience, the researcher calculated the Pearson correlation coefficient.
Nativity = Native Based on the results of Table 1, there was a positive relationship between native English language teachers’ perspectives regarding assessment literacy and their experience.
0001 indicating that there was not any significant relationship between non-native English language teachers’ perspectives regarding assessment literacy and their experience.
Based on the results, there was a positive relationship between native English language teachers’ perspectives regarding assessment literacy and their experience.
Additionally, based on the findings, there was not any significant relationship between non-native English language teachers’ perspectives regarding assessment literacy and their experience.