چکیده:
This study was conducted to examine the impact of formative and summative assessment in the professional development of Iranian EFL Instructors at universities. Moreover, an attempt was made to figure out whether the formative assessment is more effective than the summative assessment. Since the present work is qualitative/quantitative research in nature, it was conducted within the ethnography of Islamic Azad University South Tehran Branch. To do so, two M.A classes were chosen and the data were collected via observations, field notes, interviews, stimulated recalls, questionnaires and through audio-video recordings. The findings of this study suggest that the formative and summative assessment enhance the practices of teaching by university instructors and that the formative assessment is more effective and beneficial.
خلاصه ماشینی:
"Research Questions The present study intended to answer the follow- ing research questions: 1) How does the students’ formative assess- ment affect the professional development of Iranian university EFL instructors?
RESULTS and DISCUSSION The Quantitative Phase This part offers the results and discussion about the current study which was an attempt to explore the possible effect of students’ formative assess- ment on the professional development of Iranian university EFL instructors.
The first research question of this study asked whether the students’ formative assessment is more effective than summative assessment in enhancing the practices of teaching by Iranian EFL instructors.
In the present study the data triangulation (student, teacher) and method triangulation (observations, interviews, questionnaires, field notes, stimulated recalls, and audio-video record- ings) were used and the data collected via the above-mentioned sources led the researcher to the following conclusions.
Investigating Research Question Number Four In what ways the students’ formative assessment affect the professional development of Iranian university EFL instructors?
CONCLUSION The purpose of the present study was to investi- gate the impact of formative and summative assessment on the professional development of Iranian university EFL instructors and that which one of the assessments is more effective in enhancing the practices of teaching by Iranian university EFL instructors.
H0: The students’ formative assessment is not more effective then summative assessment in enhancing the practices of teaching by Iranian university EFL instructors.
By rejecting the null hypothesis, the researcher can claim that the students’ formative assessment is not more effective then summative assessment in enhancing the practices of teaching by Iranian university EFL instructors."