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Assessing Iranian Student-Teachers' Problem-Solving Ability: A Comparison between Conventional and Problem-Based Assessment
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Ashraf, Hamid; Ahmadi, Fatemeh; Domsky, Javad Gh. – International Journal of Education and Literacy Studies, 2017
The advent of problem-based assessment has opened the question of whether or not conventional approaches to assessment are truly a representative of students' knowledge (Lampert, 2001). In an attempt to find out about the suitability of problem-based tests in evaluating student-teachers' knowledge of teaching English, a problem-based test was…
Descriptors: Foreign Countries, Student Teachers, Problem Solving, Comparative Analysis
Evaluating Current Status of MS Educational Technology Curriculum in Iran from Viewpoint of Experts and Professors in Order to Offering a Desirable Curriculum
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Rahmanpour, Mohammad; Liaghatdar, Mohammad-Javad; Sharifian, Fereydoon; Rezaee, Mehran – International Education Studies, 2016
The aim of this research is evaluating status of MS field of educational technology in Iran. This research is qualitative and it is conducted based on survey method. The statistical community of this research is expert professors in educational technology area. Accordingly, 15 persons were chosen among this statistical community as statistical…
Descriptors: Curriculum Development, Foreign Countries, Educational Technology, Expertise
Assessment Literacy Components across Subject Matters
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Zolfaghari, Fatemeh; Ahmadi, Alireza – Cogent Education, 2016
This study aimed at discovering general and specific assessment literacy components from the perspective of Iranian high school teachers. To this end, 32 humanities, science, English language, and non-English language teachers were interviewed. The interviewees referred to teachers' ability to identify the worth assessing contents, familiarity…
Descriptors: Foreign Countries, High Schools, Secondary School Teachers, Evaluation Methods
Peer versus Teacher Assessment: Implications for CAF Triad Language Ability and Critical Reflections
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Ghahari, Shima; Farokhnia, Farzaneh – International Journal of School & Educational Psychology, 2018
Literature on the learning benefits and interpersonal mechanisms of peer assessment (PA) and teacher assessment (TA) has been inconsistent. As part of a large-scale study, the research reported here has addressed the effect of formative PA on language grammar uptake and complexity, accuracy, and fluency triad scale levels, in comparison both to TA…
Descriptors: Reflection, Formative Evaluation, Peer Evaluation, Grammar