Investigating Saudi University EFL Teachers’ Assessment Literacy: Theory and Practice
作者: Muhammad UmerMohamad Hassan ZakariaMoayad Ahmad Alshara
刊名: International Journal of English Linguistics, 2018, Vol.8 (3), pp.345
来源数据库: Canadian Center of Science and Education
DOI: 10.5539/ijel.v8n3p345
原始语种摘要: Teacher assessment literacy (TAL) is believed to have positive impact on student learning outcomes. Therefore, attempts are made, especially, in advanced educational contexts to increase TAL. In the context of Saudi higher education, available empirical evidence indicates that EFL teacher assessment literacy is replete with loopholes. This mixed-method research investigated Saudi EFL teachers’ construction of assessment tasks, the influence the tasks had on students’ learning and the extent to which teachers’ assessment practices were in alignment with recommended assessment practices. The data were collected through analyzing teachers’ summative assessment tasks and a student survey with both close and open-ended questions. Apart from the participants’ responses to the open-ended...
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  • EFL Equivalent Focal Length
  • memorization 记忆
  • ended 结束的
  • literacy 识字
  • assessment 评价
  • student 大学生
  • learning 学识
  • education 培养
  • survey 
  • higher