Australian Journal of Teacher Education
Abstract
The present study reports on the thematic analysis of Iranian EFL teachers' perceptions of dynamic assessment in relation to their academic degree and length of service. To this end, 42 Iranian EFL teachers participated in the study. Of these teachers, 22 held BA and 20 held MA degrees in ELT-related subjects, with varying lengths of service. Semi-structured interviews were used to inquire into the teachers' perceptions of dynamic assessment. The four major themes which emerged from the content analysis of the audiotaped interviews revealed significant variations in participants' patterns of perceptions and concerns towards dynamic assessment. The major themes comprised of teachers' understanding of dynamic assessment as a classroom practice, viewing their own agency in application of dynamic assessment, the place of learners in this practice, and their awareness about contextual constraints affecting application of dynamic assessment. Suggestions for further research as well as limitations of the study are also discussed.
Recommended Citation
Karimi, M., & Shafiee, Z. (2014). Iranian EFL Teachers' Perceptions of Dynamic Assessment: Exploring the Role of Education and Length of Service. Australian Journal of Teacher Education, 39(8). https://doi.org/10.14221/ajte.2014v39n8.10
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