[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 19, Issue 2 (9-2016) ::
IJAL 2016, 19(2): 155-193 Back to browse issues page
Towards a Task-Based Assessment of Professional Competencies
Gholam Reza Kiany , Monireh Norouzi
Tarbiat Modares University, Tehran
Abstract:   (251 Views)
Performance assessment is exceedingly considered a key concept in teacher education programs worldwide. Accordingly, in Iran, a national assessment system was proposed by Farhangian University to assess the professional competencies of its ELT graduates. The concerns regarding the validity and authenticity of traditional measures of teachers' competencies have motivated us to devise a localized performance assessment scheme. Therefore, the present study aimed to develop a performance assessment scheme to be used as a benchmark for assessing the professional competencies of ELT graduates of this university. To this end, three assessment tasks and rating scales were developed, piloted, and administered. Next, Haertel's participatory approach was employed to set passing standards for the assessment tasks as well as the whole assessment scheme. Analysis of the data revealed inter-rater and intra-rater reliability coefficients of 0.85 and 0.89. The validity of the assessment scheme was also confirmed by experts' judgments made, to a large extent, on the correspondence between the target domain and test domain skills. Based on the results, the proposed assessment scheme is rendered more efficient and reliable in comparison to traditional tests with regard to the following dimensions: a) higher degrees of reliability and validity of the assessment scheme aimed at the improvement of licensure and program development; b) stronger evidence for inter-/intra- rater reliability and consistency of scoring; and c) an optimized and systematic procedure for setting passing standards based on the consensus of experts' judgments. It is believed that further development of the proposed assessment scheme unlocks its potential to be used as a large-scale teacher assessment model for Farhangian University.
Keywords: performance assessment, teacher evaluation, Farhangian University
Full-Text [PDF 613 kb]   (125 Downloads)    
Type of Study: Research | Subject: Special
Received: 2016/02/20 | Accepted: 2016/08/25 | Published: 2016/09/21
1. American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. (1985). Standards for Educational and Psychological Testing. Washington, DC: American Psychological Association.
2. Arends, R. I. (2006). Performance assessment in perspective: History, opportunities, and challenges. In S. Castle & B. D. Shaklee (Eds.), Assessing teacher performance: Performance-based assessment in teacher education (pp. 3–22). Lanham, MD: Rowman & Littlefield Education.
3. Aseltine, J. M., Faryniarz, J. O., & Rigazio-DiGilio, A. J. (2006). A performance-based approach to teacher development and school improvement: Supervision for learning. Association for Supervision and Curriculum Development, Alexandria, VA.
4. Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests (Vol. 1). Oxford University Press.
5. Brennan, R. L., & Johnson, E. G. (1995). Generalizability of performance assessments. Educational Measurement: Issues and Practice, 14(4), 25-27.
6. Brown, A. (2012). Interlocutor and rater trianing. In G. Fulcher, & F. Davidson (Eds.), The Routledge Handbook of Language Testing. New York, NY: Routledge.
7. California Commission on Teacher Credentialing (2016). CalTPA Handbook. Sacramento: California Commission on Teacher Credentialing.
8. Chung, R. R. (2008). Beyond assessment: Performance assessments in teacher education. Teacher Education Quarterly, 35 (1), 7-28.
9. Cizek, G. J. (1996). Standard‐setting guidelines. Educational Measurement: Issues and Practice, 15(1), 13-21.
10. Cizek, G. J., & Bunch, M. B.(2007). Standard setting: A guide to establishing and evaluating performance standards on tests. UK. Thousand Oaks.
11. Danielson, C. (2011). Enhancing professional practice: A framework for teaching. Association for Supervision and Curriculum Development (ASCD).
12. Danielson, C., & Marquez, E. (1998). A collection of performance tasks and rubrics: High school mathematics. Larchmont, NY: Eye on Education.
13. Darling-Hammond, L. (2010). Evaluating teacher effectiveness: How teacher performance assessments can measure and improve teaching. Center for American Progress.
14. Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and teacher education, 16(5), 523-545.
15. Davies, A., Brown, A., Elder, C., Hill, K., Lumley, T. & McNamara, T. (1999). Dictionary of language testing. Cambridge, UK: Cambridge University Press.
16. Delandshere, G., & Arens, S. A. (2003). Examining the quality of the evidence in preservice teacher portfolios. Journal of Teacher Education, 54(1), 57-73.
17. Erdosy, M. U. (2004). Exploring variability in judging writing ability in a second language: A study of four experienced raters of ESL compositions. Princeton, NJ: Educational Testing Service.
18. Fehrmann, M. L., Woehr, D. J., & Arthur, W. (1991). The Angoff cutoff score method: The impact of frame-of-reference rater training. Educational and psychological measurement, 51(4), 857-872.
19. Frederiksen, J. R., & Collins, A. (1989). A systems approach to educational testing. Educational researcher, 18(9), 27-32.
20. Fulcher, G. (1996). Does thick description lead to smart tests? A data-based approach to rating scale construction. Language Testing, 13(2), 208-238.
21. Fulcher, G. (2012). Scoring performance tests. In G. Fulcher, & F. Davidson (Eds.), The Routledge handbook of language testing (pp. 378-392). New York, NY: Routledge.
22. Girod, M., & Girod, G. R. (2008). Simulation and the need for practice in teacher preparation. Journal of Technology and Teacher Education, 16(3), 307-337.
23. Haertel, E. H. (2002). Standard setting as a participatory process: Implications for validation of standards-based accountability programs. Educational measurement issues and practice, 21(1), 16-22.
24. Hamilton, L. (2003). Assessment as a policy tool. Review of research in education, 27, 25-68.
25. İşlek, D., & Hürsen, Ç. (2014). The evaluation of students’ views concerning the teacher qualifications for the total quality implementations. Procedia - Social and Behavioral Sciences, 116(2), 4834–4838.
26. Jaeger, R. M. (1991). Establishing standards for teacher certification tests. Educational Measurement, Issues and Practices, 9(4), 15-20.
27. Kane, M. (1994). Validating the performance standards associated with passing scores. Review of Educational Research, 64(3), 425-461.
28. Kane, M., Crooks, T., & Cohen, A. (1999). Validating measures of performance. Educational Measurement: Issues and Practice, 18(2), 5-17.
29. Kiany, G., Karimi, M., & Norouzi, M. (2017). An assessment scheme for ELT performance: An iranian case of Farhangian University. Journal of Teaching Language Skills. In Press.
30. Koirala, H. P., Davis, M., & Johnson, P. (2008). Development of a performance assessment task and rubric to measure prospective secondary school mathematics teachers’ pedagogical content knowledge and skills. Journal of Mathematics Teacher Education, 11(2), 127-138.
31. Marshall, K. (2009). Rethinking teacher evaluation and supervision how to work smart, build collaboration, and close the achievement gap. Jossey-Bass, San Francisco.
32. Medley, D. M., (1982). Teacher competency testing and the teacher educators. Association of Teacher Educators and the Bureau of Educational Research: University of Virginia.
33. Messick, S. (1989). Validity. In R.L. Linn (Ed.) Educational measurement (pp.13-103). Washington, DC: National Council of Measurement in Education and The American Council on Measurement in Education.
34. Navidinia, H., Kiany, G. R., Akbari, R., & Ghafarsamar, R. (2015). EFL teacher performance evaluation in Iranian high schools: Examining the effectiveness of the status quo and setting the groundwork for developing an alternative model. The International Journal of Humanities, 21(4), 27-53.
35. Pecheone, R., & Chung, R. R. (2006). Evidence in teacher education: The performance assessment for California teachers. Journal of Teacher Education, 57(1), 22-36.
36. Ross, S. J. (2012). Claims, evidence, and inference in performance assessment. In G. Fulcher & F. Davidson (Eds.). The Routledge handbook of language testing. New York, NY: Routledge
37. Sanders, W. L., Wright, S. P., & Horn, S. P. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation.Journal of personnel evaluation in education, 11(1), 57-67.
38. Sandholtz, J. H. (2012). Predictions and performance on the PACT teaching event: Case studies of high and low performers. Teacher Education Quarterly,39(3), 103-126.
39. Sergiovanni, T. J., & Starrat, R.J. (2002). Supervision: A redefinition (7th ed.) Boston, MA: McGraw Hill.
40. Shinkfield, A. J., & Stufflebeam, D. L. (1995). School professionals’ guide to improving teacher evaluation systems. In Teacher Evaluation (pp. 81-172). Springer Netherlands.
41. Stewart, A. R., Scalzo, J. N., Merino, N., & Nilsen, K. (2015). Beyond the criteria: Evidence of teacher learning in a performance assessment.Teacher Education Quarterly, 42(3), 33.
42. Taut, S., & Sun, Y. (2014). The development and implementation of a national, standards-based, multi-method teacher performance assessment system in Chile. Education Policy Analysis Archives, 22 (71).
43. Torgerson, C. W., Macy, S. R., Beare, P., & Tanner, D. E. (2009). Fresno assessment of student teachers: A teacher performance assessment that informs practice. Issues in Teacher Education, 18(1), 63-82.
44. Wilkerson, J.R. & Lange, W.S. (2003). Portfolio, the pied piper of teacher certification assessments: Legal and psychometric issues. Education Policy Analysis Archives, 11(45).
Send email to the article author

Add your comments about this article
Your username or Email:

Write the security code in the box >

XML     Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Kiany G R, Norouzi M. Towards a Task-Based Assessment of Professional Competencies. IJAL. 2016; 19 (2) :155-193
URL: http://ijal.khu.ac.ir/article-1-2731-en.html
Volume 19, Issue 2 (9-2016) Back to browse issues page
Iranian Journal of Applied Linguistics
Persian site map - English site map - Created in 0.152 seconds with 854 queries by yektaweb 3525