Online Testing and Assessment in the English as a Foreign Language Context: Teachers' Perspectives

The Literacy Trek Pub Date : 2023-12-22 DOI:10.47216/literacytrek.1374134

İrem Gedi̇l, Selami Aydın

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Abstract

As online assessment is a rather new phenomenon, available research regarding it is limited, and most of the research in literature today examines the views of students regarding online assessment as they are one of the most important stakeholders of exams. On the other hand, although they are the basic users and practitioners of the system, studies on the views and perspectives of instructors on online assessment in English as a foreign language (EFL) context are limited in number. With these concerns in mind, this study aims to explore English instructors’ perspectives of online assessment in tertiary educational institutions in Turkey with regard to their general views on online assessment, along with their views on affective factors, validity, reliability, security, practicality and the impacts of online assessment on teaching and learning. In this descriptive study, the data were collected from 302 English instructors working at English preparatory schools in various universities in Turkey through a background questionnaire and the Student Perceptions of e-Assessment Questionnaire (SPEAQ). The results show that instructors' overall perspectives on online assessment are neutral.

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英语作为外语环境下的在线测试和评估：教师的观点

由于在线评估是一个相当新的现象，现有的相关研究非常有限。目前，大多数文献研究都是探讨学生对在线评估的看法，因为他们是考试最重要的利益相关者之一。另一方面，虽然教师是系统的基本使用者和实践者，但有关英语作为外语（EFL）环境下教师对在线评估的看法和观点的研究数量有限。考虑到这些问题，本研究旨在探讨土耳其高等教育机构的英语教师对在线评估的看法，包括他们对在线评估的总体看法，以及他们对情感因素、有效性、可靠性、安全性、实用性和在线评估对教学的影响的看法。在这项描述性研究中，通过背景问卷和学生对电子评估的看法问卷（SPEAQ），收集了土耳其各大学英语预科学校 302 名英语教师的数据。结果显示，教师对在线评估的总体看法是中立的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Literacy Trek

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