EAP practitioners' assessment behavior: Bringing the hidden-away to light

IF 3.1 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Parisa Karimpour, Farhad Mazlum
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引用次数: 0

Abstract

Our information about assessment behavior of EAP teachers constructing and using their classroom tests is so scanty that Schmitt and Hamp-Lyons (2015) believe it is hidden away from language testing community. We investigated how two different groups of Iranian EAP practitioners (discipline-area teachers and English language specialists) perceive and practice EAP assessment. We interviewed thirty teachers and examined forty test samples. Encouraged by our interview and corpus data and since achievement tests are inherently syllabi dependent, we content analyzed all undergraduate program syllabi. We found important differences pertaining to test tasks, type of knowledge to be assessed and features of good EAP tests between content specialists and English teachers. Iranian EAP teachers' assessment behavior seems to be attributable to their perceptions of goals of EAP courses as well as course objectives enshrined in syllabi contents. We discuss our findings and conclude with suggestions for EAP teacher-testers/assessment worldwide.

EAP从业者的评估行为:揭开隐藏的面纱
我们关于EAP教师构建和使用课堂测试的评估行为的信息非常少,以至于Schmitt和ham - lyons(2015)认为这是隐藏在语言测试社区之外的。我们调查了两组不同的伊朗EAP从业者(学科区域教师和英语语言专家)如何感知和实践EAP评估。我们采访了30位教师,检查了40个测试样本。受采访和语料库数据的鼓舞,由于成绩测试本质上依赖于教学大纲,我们对所有本科课程的教学大纲进行了内容分析。我们发现,在考试任务、要评估的知识类型和优秀EAP考试的特征方面,内容专家和英语教师之间存在重要差异。伊朗EAP教师的评估行为似乎与他们对EAP课程目标的看法以及教学大纲内容中所体现的课程目标有关。我们讨论了我们的发现,并总结了对全球EAP教师测试/评估的建议。
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来源期刊
CiteScore
6.60
自引率
13.30%
发文量
81
审稿时长
57 days
期刊介绍: The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.
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