Document Type : Research Paper
Authors
1 Assistant Professor of Applied Linguistics Department of English Language and Literature Allameh Tabataba'i University, Tehran, Iran
2 PhD. Candidate of Applied Linguistics, Allameh Tabataba'i University, Tehran, Iran.
Abstract
The current study aimed at examining the relationship between English language teachers’ assessment literacy and their teaching experience. In other words, it intended to inspect the relationship between native and non-native English language teachers’ assessment literacy and their teaching experience. To achieve such goals, 100 native and non-native English teachers from ESL and EFL contexts were picked out on the basis of a combination of availability sampling and snowball sampling procedures. They were asked to take part in the study by filling out Classroom Assessment Literacy Inventory developed by Cynthia Campbell and Craig Mertler (2004). The results revealed that there was a positive relationship between native English language teachers’ perspectives regarding assessment literacy and their experience. Besides, 32 percent of shared variances between native teachers’ perspectives regarding assessment literacy and their experiences. However, there was not any significant relationship between non-native English language teachers’ perspectives regarding assessment literacy and their experience.
Keywords: Assessment Literacy, Native Teachers, Non- Native Teachers, Teaching Experience
Keywords
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