[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Journal Information::
Articles archive::
For Authors::
For Reviewers::
Contact us::
Site Facilities::
Search in website

Advanced Search
Receive site information
Enter your Email in the following box to receive the site news and information.
:: Volume 24, Issue 1 (3-2021) ::
IJAL 2021, 24(1): 141-202 Back to browse issues page
Writing Formative Assessment for IELTS Preparation Courses: Investigating Iranian Teachers’ Knowledge and Beliefs
Seyyed Mahdi Modarres Mosadegh , Mohammad Rahimi
Abstract:   (1610 Views)
IELTS preparation courses have gained significant popularity in Iran in the past decade. Although teachers in such an exam-oriented context have started to use formative assessment to improve their writing instruction, their knowledge and beliefs about assessment for learning are still a myth. This mixed-methods study investigated Iranian IELTS teachers’ beliefs and knowledge about the four main aspects of formative assessment of writing in preparation courses for IELTS Writing task 2. Thirty-nine IELTS teachers provided answers to a 23-item questionnaire focusing on four areas: feedback, self-assessment, peer-assessment, and using assessment results for day-to-day classes, to illustrate how frequently they use such techniques. In the next stage, six of the teachers sat for an interview to provide their reasons for using/not using such techniques. The results showed that the teachers have good feedback literacy and make use of some self-assessment techniques such as rubric orientation while they did not value or know enough about how they can involve their students in their own learning process. The teachers seemed to overestimate their role in their students’ learning process while considering the students as somewhat incapable of monitoring their own progress and achievement, which is a crucial aspect of formative assessment. These findings have implications for teacher professional development and further formative assessment programs to be conducted in Iran.
Keywords: Formative assessment, IELTS writing, Iranian teacher’s knowledge and beliefs
Full-Text [PDF 475 kb]   (610 Downloads)    
Type of Study: Research | Subject: Special
Received: 2022/11/21 | Accepted: 2021/03/30 | Published: 2021/03/30
Add your comments about this article
Your username or Email:


XML     Print

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

Modarres Mosadegh S M, Rahimi M. Writing Formative Assessment for IELTS Preparation Courses: Investigating Iranian Teachers’ Knowledge and Beliefs. IJAL 2021; 24 (1) :141-202
URL: http://ijal.khu.ac.ir/article-1-3134-en.html

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 24, Issue 1 (3-2021) Back to browse issues page
Iranian Journal of Applied Linguistics
Persian site map - English site map - Created in 0.12 seconds with 37 queries by YEKTAWEB 4657