چکیده:
Recent innovations in formative assessment have turned the spotlight on the implementation of assessment for learning in the classroom. Notwithstanding a considerable wealth of research on assessment for learning in mainstream education, few research studies in the field of language teaching thus far have touched upon assessment for learning. This quantitative study investigated Iranian English language teachers’ perceived monitoring and scaffolding practices in respect of their gender and class size. To achieve this purpose, 384 Iranian EFL teachers who were selected using convenience sampling completed a 28-item Likert scale questionnaire on assessment for learning entailing two main constructs, namely monitoring and scaffolding. Our findings revealed a statistically significant gender difference with regard to perceived scaffolding. Likewise, the results showed that EFL teachers’ perceived monitoring and scaffolding practices did not differ with respect to class size. The key implications of the findings for the application of scaffolding and monitoring practices in the classroom were also addressed.
خلاصه ماشینی:
Iranian English Language Teachers' Perceptions of Monitoring and Scaffolding Practices of Assessment for Learning: A Focus on Gender and Class Size Mohammad Reza Nasr, Assistant Professor, Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran nasr_mr@yahoo.
This quantitative study investigated Iranian English language teachers’ perceived monitoring and scaffolding practices in respect of their gender and class size.
Keywords: English language teachers, gender, monitoring, scaffolding, class size, Assessment for learning Introduction A severe consequence of high-stakes exams is the possible adverse washback effect on teaching and learning (Berry, 2008).
Review of Literature Assessment for Learning, Monitoring, and Scaffolding AFL refers to assessments undertaken by teachers during instruction in order to identify student problems, make plans for upcoming steps in teaching, and give them feedback to enhance their learning process (Stiggins, 2005).
The four studies reviewed above explored EFL teachers’ perceived scaffolding and monitoring practices of AFL and examined the practices in question with respect to variables associated with teachers e.
EFL Teachers' Profiles / Charateristics Gender Educational setting Academic degree Years of teaching experience Class size Data Collection Procedures Description Male Female Institutes High schools BA MA Ph. D.
Results for the Second Research Question Is there a significant difference between Iranian EFL teachers' perceived monitoring and scaffolding practices with regard to the class size?
Discussion The purpose of this study was to examine Iranian EFL teachers' perceptions of assessment for learning practices with respect to their gender and class size.