{"title":"职前与在职英语教师的评估偏好","authors":"Marwa F. Hafour","doi":"10.4018/ijcallt.309098","DOIUrl":null,"url":null,"abstract":"In an authentic class experience, preservice (N = 54) and in-service (N = 65) EFL teachers were assigned digitized formative assessment tasks, and their preferences were assessed using an assessment preferences questionnaire, with both open- and closed-ended questions. Following the pretest-posttest mixed-method design, data were collected and analyzed both qualitatively and quantitatively. Quantitative findings revealed that, though the variety of their preferences increased, both groups had similar preferences after the intervention. Thematic analysis of their responses showed that most preservice and in-service teachers preferred online assessment methods to traditional and formative ones. With respect to the reasons they mentioned for selecting or avoiding a particular method, in-service teachers tended to be more practical and time-oriented than preservice ones, who were more precautious about the intricacies of preparing, responding, and reviewing the assessment task. Both groups also shared a number of emotional reasons and even prioritized them over all the other reasons.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Preservice and In-Service EFL Teachers' Assessment Preferences\",\"authors\":\"Marwa F. Hafour\",\"doi\":\"10.4018/ijcallt.309098\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In an authentic class experience, preservice (N = 54) and in-service (N = 65) EFL teachers were assigned digitized formative assessment tasks, and their preferences were assessed using an assessment preferences questionnaire, with both open- and closed-ended questions. Following the pretest-posttest mixed-method design, data were collected and analyzed both qualitatively and quantitatively. Quantitative findings revealed that, though the variety of their preferences increased, both groups had similar preferences after the intervention. Thematic analysis of their responses showed that most preservice and in-service teachers preferred online assessment methods to traditional and formative ones. With respect to the reasons they mentioned for selecting or avoiding a particular method, in-service teachers tended to be more practical and time-oriented than preservice ones, who were more precautious about the intricacies of preparing, responding, and reviewing the assessment task. Both groups also shared a number of emotional reasons and even prioritized them over all the other reasons.\",\"PeriodicalId\":43610,\"journal\":{\"name\":\"International Journal of Computer-Assisted Language Learning and Teaching\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Computer-Assisted Language Learning and Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4018/ijcallt.309098\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Computer-Assisted Language Learning and Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/ijcallt.309098","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Preservice and In-Service EFL Teachers' Assessment Preferences
In an authentic class experience, preservice (N = 54) and in-service (N = 65) EFL teachers were assigned digitized formative assessment tasks, and their preferences were assessed using an assessment preferences questionnaire, with both open- and closed-ended questions. Following the pretest-posttest mixed-method design, data were collected and analyzed both qualitatively and quantitatively. Quantitative findings revealed that, though the variety of their preferences increased, both groups had similar preferences after the intervention. Thematic analysis of their responses showed that most preservice and in-service teachers preferred online assessment methods to traditional and formative ones. With respect to the reasons they mentioned for selecting or avoiding a particular method, in-service teachers tended to be more practical and time-oriented than preservice ones, who were more precautious about the intricacies of preparing, responding, and reviewing the assessment task. Both groups also shared a number of emotional reasons and even prioritized them over all the other reasons.
期刊介绍:
The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.