چکیده:
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.
خلاصه ماشینی:
"Instrument Given that a detailed account of the competencies to be measured is the initial step in the development of any teacher evaluation method (Taut & Sun, 2014), the researchers of the current study used a Performance Assessment Scale (Kiany, Karimi, & Norouzi, 2017) which had been designed to be used as a benchmark for assessing the professional competencies of ELT student-teachers of Farhangian University.
Some features of the present study that might be useful to be incorporated into future studies include using Haertel's (2002) participatory approach for standards setting which gives voice to all the stakeholders; providing detailed descriptions of performance levels rather than relying on single words for measuring competencies which are not open to interpretation; training raters and applying calibration processes which enhance the reliability of the assessment procedure; using simulations and shorter tasks in order for the assessment procedure to be more practical.
This task measures: Reflective observation Growing and developing professionally Demonstrating knowledge of students Reflecting on teaching You should submit: A full description of your reflective observation Responses to the questions Evidence on the professional development activities in which you engaged Appendix C: Performance levels extracted from the Curriculum Document of the English major Item 2: Designing Learning Activities 1) The learning activities are designed based on unit goals but are not well organized and fail to address any individual or collective problems."