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Investigating the applicability of Dynamic Assessment in Iran: From EFL teachers’ perspectives

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Titel: Investigating the applicability of Dynamic Assessment in Iran: From EFL teachers’ perspectives
Autoren: Gholamalian, Mahboobeh, Fumani, Mohammad Reza Falahati Qadimi, Nemati, Azadeh
Quelle: Journal of the Cameroon Academy of Sciences; Vol 12, No 3 (2015); 235-248
Verlagsinformationen: Cameroon Academy of Sciences
Publikationsjahr: 2016
Bestand: AJOL - African Journals Online
Schlagwörter: Assessment, Dynamic Assessment, Zone of Proximal Development, Interventionist Dynamic Assessment, Interactionist Dynamic Assessment
Beschreibung: The present research intended to study the viewpoints of EFL teachers on the applicability of dynamic assessment. Two sub objectives were also to study the view points of male and female teachers as well as teachers with different levels of education on dynamic assessment. The participants included 100 EFL teachers and university instructors from 7 English language institutes, in Shiraz, and two universities in Fars Province, Iran. The participants were selected through availability sampling. A self-made questionnaire on dynamic assessment was used to collect the data required to undertake the study. The design used in the present study was survey method. To analyze the data, both descriptive (in the form of frequency counts, tables and figures) and inferential statistics (T-Test, factor analysis and ANOVA) were used. Based on the analyses undertaken, the following results were obtained: 1) EFL teachers from Shiraz English language institutes held a positive attitude towards the applicability of dynamic assessment. 2) Male and female EFL teachers from Shiraz English language institutes held similar and positive attitudes regarding the applicability of dynamic assessment. 3) Teachers with different levels of education held similar and positive attitudes regarding the applicability of dynamic assessment.Key words: Assessment, Dynamic Assessment, Zone of Proximal Development, Interventionist Dynamic Assessment, Interactionist Dynamic Assessment. La présente étude visait à étudier les points de vue des enseignants d’anglais, langue seconde (ALS) sur l’applicabilité de l’évaluation dynamique. Deux objectifs secondaires ont été formulés; lesquels visaient à comparer les points de vue des enseignants hommes et femmes ainsi que ceux des enseignants de niveaux d’éducation différents sur l’évaluation dynamique. Les répondants étaient constitués de 100 enseignants d’ALS, d’instructeurs d’université de 7 instituts de langue anglaise à Shiraz et de deux universités de la province de Fars en Iran. Les participants ont été ...
Publikationsart: article in journal/newspaper
Dateibeschreibung: application/pdf
Sprache: English
Relation: http://www.ajol.info/index.php/jcas/article/view/130650/120228; http://www.ajol.info/index.php/jcas/article/view/130650
Verfügbarkeit: http://www.ajol.info/index.php/jcas/article/view/130650
Rights: Copyright for articles published in this journal is retained by the journal.
Dokumentencode: edsbas.6256C5AF
Datenbank: BASE
Beschreibung
Abstract:The present research intended to study the viewpoints of EFL teachers on the applicability of dynamic assessment. Two sub objectives were also to study the view points of male and female teachers as well as teachers with different levels of education on dynamic assessment. The participants included 100 EFL teachers and university instructors from 7 English language institutes, in Shiraz, and two universities in Fars Province, Iran. The participants were selected through availability sampling. A self-made questionnaire on dynamic assessment was used to collect the data required to undertake the study. The design used in the present study was survey method. To analyze the data, both descriptive (in the form of frequency counts, tables and figures) and inferential statistics (T-Test, factor analysis and ANOVA) were used. Based on the analyses undertaken, the following results were obtained: 1) EFL teachers from Shiraz English language institutes held a positive attitude towards the applicability of dynamic assessment. 2) Male and female EFL teachers from Shiraz English language institutes held similar and positive attitudes regarding the applicability of dynamic assessment. 3) Teachers with different levels of education held similar and positive attitudes regarding the applicability of dynamic assessment.Key words: Assessment, Dynamic Assessment, Zone of Proximal Development, Interventionist Dynamic Assessment, Interactionist Dynamic Assessment. La présente étude visait à étudier les points de vue des enseignants d’anglais, langue seconde (ALS) sur l’applicabilité de l’évaluation dynamique. Deux objectifs secondaires ont été formulés; lesquels visaient à comparer les points de vue des enseignants hommes et femmes ainsi que ceux des enseignants de niveaux d’éducation différents sur l’évaluation dynamique. Les répondants étaient constitués de 100 enseignants d’ALS, d’instructeurs d’université de 7 instituts de langue anglaise à Shiraz et de deux universités de la province de Fars en Iran. Les participants ont été ...