The perception of elementary school teachers in Ahvaz about portfolio assessment

Document Type : Original Article

Authors

1 PhD Shahid Chamran University of Ahvaz, Ahvaz, Iran.

2 M.A in curriculum studies, Shahid Chamran University of Ahvaz, Ahvaz, Iran

Abstract

Introduction: The importance of effective teacher assessment literacy in English as a Foreign Language (EFL) classrooms is crucial for enhancing the learning process and ensuring the success of students. In this study, we will examine the influence of educational background on the assessment literacy of EFL teachers and explore how their educational background affects their ability to assess students' progress and achievements.
Research Process: The research process consisted of several steps, including needs analysis, design and development of the instrument, pre-testing, data collection, and data analysis. We used a combination of qualitative and quantitative research methods to gather and analyze data from the teachers' assessments.
Results: The results of the study showed that there was a significant relationship between the teachers' educational background and their assessment literacy. Teachers with a strong educational background in language teaching and a deep understanding of the subject matter were more likely to use effective assessment methods and techniques. This understanding allowed them to better evaluate students' progress and achievements, which in turn contributed to their success in the language learning process.
Conclusion: The study concluded that the educational background of EFL teachers plays a crucial role in their assessment literacy. To improve the assessment process in EFL classrooms, it is essential to provide teachers with appropriate training and support that help them develop their assessment literacy skills. This will ultimately lead to a more effective and efficient language learning process for students.

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