چکیده:
Assessment has been taken to demonstrate that learning is aligned with
external standards which is almost related to students’ goals in a curriculum
in English language teaching and it plays an integral role in the success of
language learning program that is following by so many EFL teachers.
Consistency in scoring (mid-term and final exams) highly depends on the
way of conducting paper assessment, validation of the process, reliability,
experience of teachers, and different interpretation of assessors to make
justified decision. Hence, the present study was an attempt to probe Iranian
EFL learners’ perceptions toward paper assessment in mid-term and final
exams in a language institute. To this end, a total of 100 participants (50
males and 50 females) between ages of 15 to 28 at intermediate level, were
selected based on Nelson Proficiency Test. Data were collected through
scores of two sequential semesters and a Likert scale questionnaire. The
findings of this study indicated that there is a direct positive relation between
learners’ viewpoints on paper assessment and their progress. Generally
speaking, paper assessment in both formative and summative assessment
would be a great progress among female and male English language learners.
خلاصه ماشینی:
This study is aimed to find learners’ encouragement in learning process, how paper assessment due to their interests would lead to a better learning and if they were willing to pass such tests to evaluate what was their recognitions of taking exams (mid-term and final) during a semester of teaching English language, whether exams’ questions make our learners prepared them for their future needs or not, and if exams were authentic to evaluate real statues of their progress in learning process.
The current study aimed to investigate Iranian EFL learners’ perceptions toward paper assessment in mid-term and final exams in an English language institute.
Then a questionnaire in the form of Likert scale was scattered to gather information about EFL learners’ view towards their understanding in assessment and how much they agree or disagree with this particular statement that depends on what if the curve goes up or down, then providing open-ended questions to interview EFL learners to pick up their answers and suggestions to questions toward taking exams such as mid-term and final.
Results of the Paired Samples Test (Between female and male learners at their first term) {مراجعه شود به فایل جدول الحاقی} In Table 11, it is particularly shown that the correlation between male midterm and final exams is 0.
Results of the Paired Samples Test (Comparison of female learners’ mid-term and final exams) {مراجعه شود به فایل جدول الحاقی} In Table 14, the sig tailed is 00.