Testing
Mahmood Dehqan; Seyyedeh Raheleh Asadian Sorkhi
Abstract
Teacher assessment literacy plays a pivotal role in teacher education programs; however, there seems to be a lack of either assessment literacy or its implementation. Using an online assessment course, including both theoretical and practical issues, this mixed method study examined 16 teachers’ ...
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Teacher assessment literacy plays a pivotal role in teacher education programs; however, there seems to be a lack of either assessment literacy or its implementation. Using an online assessment course, including both theoretical and practical issues, this mixed method study examined 16 teachers’ (8 in-service and 8 pre-service) assessment literacy and the extent to which they implement this knowledge. The quantitative part explored participants’ assessment literacy, while the qualitative phase examined the validation of the quantitative results as well as the implementation of assessment literacy in the practical realm. Data were collected via valid and reliable questionnaires, one of which was adapted from Mertler (2003) and the two others were developed by the researchers, along with a practical assessment project. The results indicated that though in-service teachers at their entry behavior were more assessment literate due to their experience, they were at lower degree of assessment literacy at their eventual behavior in comparison with pre-service teachers. The qualitative analysis explored the lack of teachers’ preference for the use of assessment literacy in their classroom practice. The study suggests the inclusion of both theoretical and practical dimensions of assessment literacy in teacher education programs and it proposes doing an in-depth investigation into the difficulties that hinder teachers from putting their theoretical assessment knowledge into practice.
Applied Linguistics
Saman Jamshidi; Saeed Rezaei; Mohammad Hassanzadeh; Mahmood Dehqan
Abstract
From when the black box of authorial identity has been unpacked, the paucity of authorial identity model on the basis of a comprehensive theoretical framework addressed the need to establish a robust one (Cheung, Stupple, & Elander, 2015). The current study was comprised of three main phases including ...
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From when the black box of authorial identity has been unpacked, the paucity of authorial identity model on the basis of a comprehensive theoretical framework addressed the need to establish a robust one (Cheung, Stupple, & Elander, 2015). The current study was comprised of three main phases including hypothesizing a model of authorial identity, developing and validating a questionnaire based on the model and finally testing the model based on the questionnaire data. The participants, including M.A. and PhD students, were 30 for initial piloting, 60 for reliability estimation, 140 for exploratory factor analysis, and 175 for confirmatory factor analysis. At first, drawing on Ivanič’s (1998) model of writer identity and Prior’s (2001) ways of classifying voice, reviewing the related literature, and consulting with a cadre of experts, a model of authorial identity was proposed. Secondly, a questionnaire was developed and validated based on the hypothesized model. The reliability of the questionnaire, estimated through Cronbach’s alpha, was 0.73. Following that, exploratory factor analysis identified four components, namely authorial voice and identity, authorial persona, authorial background, and authorial style. Ultimately, SEM was run using AMOS in the confirmatory factor analysis phase to test the model. The results of this multi-phase research are presented and discussed for underlining the key role of authorial identity in academic writing for both novice and professional academicians.