Esmaeel Ali Salimi
Abstract
The complex process of assessment enforces EFL teachers to make professional decisions conforming their classroom realities to external non-achievement factors. EFL teachers have based the decision for scoring on their knowledge, beliefs, expectations, and learning. Therefore, the present study aims ...
Read More
The complex process of assessment enforces EFL teachers to make professional decisions conforming their classroom realities to external non-achievement factors. EFL teachers have based the decision for scoring on their knowledge, beliefs, expectations, and learning. Therefore, the present study aims at investigating high school EFL teachers’ decision making as to scoring in Tehran. Factors influencing their decision making in scoring have been taken into account. To collect data required, a questionnaire was distributed among 348 senior and pre-university EFL teachers of high schools in Tehran. Descriptive analysis of the data revealed that the teachers consider both achievement factors and non-achievement factors such as students’ effort, assignment, and study habits in their scoring. It was also shown that EFL teachers used different types of assessment like performance assessment, assignment-oriented assessment teacher—made assessment and paper and pencil tests. Separate MANOVAs revealed that different external and internal factors such as the grade level of teaching, assessment training affected their scoring. Generally, the findings of this study contributed EFL teachers in their decision as to scoring and particularly EFL teaches in Tehran high schools.
