ERIC Number: EJ1410554
Record Type: Journal
Publication Date: 2023
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2322-1291
EISSN: N/A
Available Date: N/A
EFL Teachers' Knowledge, Beliefs, and Practices Regarding Fairness and Justice in Technology-Enhanced Classroom Assessment: A Duoethnography
Teymour Rahmati; Musa Nushi
Iranian Journal of Language Teaching Research, v11 n3 p31-52 2023
Drawing on duoethnography, the teacher researchers in the present study interacted with the relevant literature, engaged in dialogs, and shared artifacts to examine their knowledge, beliefs, and practices regarding fairness and justice considerations in technology-enhanced language classroom assessment. Under the domain of knowledge, they conceptualized fairness and justice and identified their components. Within beliefs, the difference between high-stakes and low-stakes assessments, the significance of students' perceptions, and the role of computer literacy in relation to fairness and justice in technology-enhanced classroom assessment were debated. To operationalize their knowledge and beliefs, the researchers inspected their assessment practices during and following COVID-19. They agreed that fairness was distinct from justice in that the former pertained to test internal characteristics and its administration procedures while the latter referred to test external consequences at a broader social level. They believed that fairness and justice were equally important in high-stakes and low-stakes assessments, and students' perceptions were valuable sources of feedback regarding fair and just classroom assessments. Moreover, the teachers argued that computer literacy cannot yet be considered an aspect of language ability. Finally, it was revealed that although their practice regarding fairness and justice was affected by the pandemic, they learned valuable lessons (e.g., combining online and paper assessment modalities and giving oral exams) in this respect for the future. The findings imply that language teachers should theoretically adopt a clear conception of fairness and justice while being practically prepared for future developments (e.g., technological advances) and unexpected circumstances (e.g., a pandemic).
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, High Stakes Tests, Social Justice, Ethics, Beliefs, Computer Literacy, Technology Uses in Education, Computer Assisted Testing, Evaluation Methods, COVID-19, Pandemics, Test Format, Student Attitudes, Language Tests, Language Proficiency, Oral Language, Language Teachers, Student Evaluation, Technological Literacy, Pedagogical Content Knowledge, Teacher Attitudes, English for Special Purposes, College Faculty, Foreign Countries
Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A
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