خلاصة:
Formative assessment is deemed the collaborative processes in which teachers and learners are engaged for the purpose of understanding the learners' learning and diagnosing their strengths and weaknesses. On the other hand, teachers' beliefs about formative assessment are paramount and might be influenced by a legion of variables such age, educational background, instructional experience, and gender. This study investigated the impacts of EFL teachers' age, educational background, instructional experience, and gender on their beliefs about formative assessment. To this aim, 100 male and 100 female EFL teachers from Ahvaz junior and senior high schools participated in the study. The participants were given the questionnaire of teachers' beliefs about formative assessment. The results regarding EFL teachers' age, educational background, and gender revealed no statistically significant influence on their beliefs about formative assessment. However, teachers' teaching experience had significant impacts on their beliefs about formative assessment. These findings can contribute to EFL authorities concerning assessment procedures in language learning and teaching.
ملخص الجهاز:
This study investigated the impacts of EFL teachers' age, educational background, instructional experience, and gender on their beliefs about formative assessment.
The results regarding EFL teachers' age, educational background, and gender revealed no statistically significant influence on their beliefs about formative assessment.
Formative Assessment, Summative Assessment, EFL teachers' beliefs, age, educational background, teaching experience, gender Introduction The fact that teachers' beliefs influence their classroom practice is critical when a systematic reform of policy and implementation is taken into account.
It was the objective of the present study to find out whether the beliefs that EFL teachers maintained about formative assessment could be affected by their age, gender, educational background, and instructional experience.
Results The study started to investigate the impacts of EFL teachers' age, educational background, instructional experience, and gender on their beliefs about formative assessment.
(. 033) revealed that EFL teachers' teaching experience had a statistically significant influence on their beliefs about formative assessment practices.
The findings of the present study also revealed that educational background of the EFL teachers had no significant effect on their beliefs about formative assessment practices and.
The results pertinent to the EFL teachers' teaching experience and their beliefs about formative assessment practices revealed a statistically significant impact.
The results demonstrated that EFL teachers' teaching experience had a statistically significant influence on their beliefs about formative assessment practices.
As the results revealed, teaching experience had a significant influence on the EFL teachers' beliefs concerning formative assessment practices.