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Showing 7 results for Assessment
A Sociopsychological Study of Professional Competencies of a 21st Century EFL Teacher
Mansooreh Hosseinnia, Hamid Ashraf, Hossein Khodabakhshzadeh, Gholam Hassan Khajavy,
Volume 1, Issue 4 (12-2019)
Abstract
This article reports on a sociopsychological study designed to investigate the components of 21st century teachers’ professional competencies in the English as a foreign language (EFL) context in Iran. A total number of 30 members of the English language teaching (ELT) professional community including experienced university teacher educators, supervisors in the private sector, teacher trainers, and EFL teachers in the public and private sectors, participated in this study. Data were collected through semi-structured interviews. For data analysis, qualitative content analysis was used. An independent coder who was an expert in this field was suggested to code one part of interview transcription randomly. An inter-coder agreement of 94.77% was gained. After analyzing the data, six main categories of professional competencies of a 21st century EFL teacher were identified: personality factors, interpersonal factors, professional factors, factors related to teaching materials, learner factors, and assessment factors. The findings contributed empirical evidence to an understanding of Iranian EFL teachers’ professional competencies in their teaching profession in the 21st century that can be utilized as a framework for the improvement of teacher education policy and the design and implementation of teacher-training programs.

Effects of Feedback on Iranian EFL Learners' writing Development: Group Dynamic Assessment vs. Formative Assessment
Dr. Omid Mallahi, Dr. Mahboobeh Saadat,
Volume 2, Issue 4 (11-2020)
Abstract
Approaches to assessment are distinguished mainly by the fact that whether the provision of feedback and modification of learners performance during assessment procedures is of concern or not. In fact, Dynamic Assessment (DA) attempts to integrate assessment and instruction and uses a range of mediational strategies to gain insight into the learners current abilities and to assist them in reaching their learning potentials. Non-Dynamic Assessment (NDA), on the other hand, aims at obtaining a pure and reliable measurement of the learners abilities.The present study was designed to experimentally investigate and compare the effects of feedback offered within the frameworks of Group Dynamic Assessment (G-DA) and Formative Assessment (FA) on the improvement of 34 intermediate Iranian EFL learners writing performance and their capability in transferring the acquired knowledge and skills to new and more challenging tasks. As for the intended treatments, the G-DA students benefited from a model of classroom-based DA including three stages of orientation, execution and control and the FA students received a careful and systematic sequence of instruction, assessment and feedback. The necessary data were collected from the students in-class written drafts and their performance on four non-dynamic writing tests. Results of the analyses, especially, two-way repeated measures ANOVAs, indicated the inherent superiority of the DA group in improving their writing; however, both groups of learners were equally able to transfer the acquired knowledge and skills to new and more challenging writing tasks, which can be attributed to the satisfactory level of internalization and self-regulation they have possibly achieved as a result of the interventions received. Accordingly, it was concluded that systematic feedback offered within the frameworks of these two approaches to assessment can successfully help the learners improve their writing ability.

Succession Planning for Managers in the Organization: A Case Study of the Ports and Maritime Organization
Mr. Mahmoud Saberi, Dr. Mahmoud Sabahizadeh, Dr. Kolsum Nami, Dr. Younes Daryoush,
Volume 5, Issue 3 (9-2023)
Abstract
Succession planning involves a deliberate and systematic organization's effort to ensure the continuity of leadership in crucial roles, retain and nurture intellectual and knowledge assets for the future, and promote individual progress. Research studies have highlighted that succession planning primarily focuses on the development of individuals through training, mentorship, and coaching. The objective of this study is to introduce a model that elucidates the process of succession planning for managers within the Ports and Maritime Organization. In today's rapidly globalizing markets, the identification of individuals possessing the essential skills and attributes required to steer organizations toward the future has exerted mounting pressure on these organizations. Numerous senior leaders have underscored the significance of an organization's capacity to identify, foster, and deploy effective leadership talent as a key factor in achieving success. This study is an applied descriptive-analytical study that employs a survey methodology. The research cohort comprises employees within the Ports and Maritime Organization. Data were gathered through a questionnaire developed by the researcher, which underwent validation for reliability and validity. Confirmatory factor analysis was subsequently utilized to evaluate the proposed model. The results demonstrated a favorable fit for the proposed model. As per the findings, the existing managerial succession planning model encompasses four dimensions: policy formulation, competency criteria, candidate evaluation, and individual development programs (centered on education). The results suggest potential advantages in crafting and executing training initiatives aimed at enhancing education-based individual development among managers and enhancing the efficiency of succession planning.

Examining the Competency Evaluation Model of Primary Education Principals: A Structural Equation Modeling Study
Mr. Ahmad Akbarkhansari, Dr. Gholamreza Sharifirad, Dr. Aliakbar Khoshgoftar Moghadam, Dr. Jafar Rahmani,
Volume 5, Issue 3 (9-2023)
Abstract
The present study aimed to examine the competency evaluation model of primary education managers. The current research is applied in terms of purpose and quantitative in terms of data collection which was carried out by structural equation modeling method. The research data was used through a researcher-made questionnaire. The statistical population included all the primary education principals of Lorestan province (Iran) in 2021, and 330 people were selected by cluster sampling method based on the Krejcie and Morgan table. To examine the model, structural equation modeling method was used in PLS software. The results indicated that the coefficient of determination (R2) is equal to 0.99, which is higher than the value of 0.67, and according to the fit indices, the proposed model benefits from a good fit. Since the t values for all direct effects were higher than 1.96, all the relationships in the model were confirmed.

The Current Model of Literacy Assessment and Curriculum Evaluation in Elementary School Teachers (Presenting a Model with a Grounded Theory Approach)
Mr. Mohammad Ali Pirkamali, Dr. Hoosein Momeni Mahmouei, Dr. Yousef Mahdipour,
Volume 6, Issue 3 (9-2024)
Abstract
Objective: This research investigates the current state of literacy assessment and curriculum evaluation among primary school teachers.
Methods: A qualitative research methodology employing grounded theory was adopted, with the statistical population comprising individuals engaged in elementary school curriculum initiatives, selected through purposive sampling based on predetermined criteria. Data acquisition was facilitated through semi-structured interviews conducted with a cohort of twelve teachers, seven school administrators, and four supervisory figures in primary education. The ensuing data were subjected to analysis via open, axial, and selective coding techniques, with the validation and reliability of the findings being ensured through the application of Lincoln and Guba's criteria.
Results: This study delineated twenty-two principal concepts alongside seven thematic categories, which are articulated within a paradigmatic model. The model encompasses a central theme of consolidating curriculum power and authority within a broader macro context, in addition to causal conditions that encompass factors contributing to educators' limited engagement, expertise, and motivation in the evaluation of curricula, as well as elements pertinent to the curriculum itself. Contextual determinants such as psychological, cultural, and professional factors were also elucidated, along with enabling conditions for intervention, which include a focus on teacher training and professional development in curriculum evaluation, needs assessment, and support mechanisms. Furthermore, constraining conditions for intervention, such as individual impediments, structural obstacles, and economic challenges were identified, in conjunction with strategies aimed at empowering educators in curriculum evaluation, emphasizing individual motivation and cognitive competencies, and fostering networking and professional dialogue regarding curriculum evaluation.
Conclusions: The results establish a foundation for the advocacy of Literacy Assessment among educators and administrators within primary educational institutions, while also yielding significant practical ramifications.

Needs Assessment of Extracurricular and Leisure Activities for Students in Multi-Grade Elementary Schools in Khalkhal County
Mrs. Fatemeh Gholipour, Dr Batool Sabzeh, Dr Abdolsaeed Mohammadshafiee,
Volume 6, Issue 3 (9-2024)
Abstract
Objective: The present study aimed to conduct a needs assessment of extracurricular and leisure activities for students in multi-grade elementary schools in Khalkhal County
Methods: This research, in terms of purpose, is applied and belongs to the category of needs assessment studies, which was conducted using a mixed method. The participants in the research included teachers and school principals, female and male students, parents, experts, and activists in the field of extracurricular and leisure activities, who were purposefully selected from multi-grade rural schools in Khalkhāl County and interviewed until saturation was reached. To examine the content validity quantitatively, the Content Validity Ratio (CVR) and the Content Validity Index (CVI) were used. Data analysis was performed using the thematic analysis method and open, axial, and selective coding, and needs prioritization was done using the Delphi technique.
Results: The research findings indicated that the needs assessment in the field of extracurricular activities included 17 components, with the highest priority being learning new skills and gaining new experiences, extracurricular academic and educational classes, and scientific competitions. Additionally, the needs assessment in the field of leisure activities included 14 components, with the highest priority being artistic activities, indigenous and local games, and cultural and sports competitions. According to the findings, the leisure and extracurricular activity needs of girls and boys were different.
Conclusions: The results of this study can provide a basis for identifying and planning to cover the lack of formal and extracurricular education and establish educational equity for students in rural schools.

Exploring the Impact of Scenario-based Assessment and Dialogue Journal Writing Models on Developing Iranian EFL learners’ Writing Self-regulation Skills
Miss Masumeh Rahimivand, Dr Saeideh Ahangari, Dr Nasrin Hadidi Tamjid,
Volume 7, Issue 1 (3-2025)
Abstract
Objective: Classroom-based assessment techniques like scenario-based assessment and dialogue journal writing aim to evaluate learners' linguistic abilities through hypothetical authentic language use within the assessment's context, fostering confidential and learner-centered interactions. The following study examined the effect of scenario-based assessment and dialogue journal writing on enhancing Iranian EFL learners' writing self-regulation mechanisms.
Methods: For this purpose, the researchers selected 60 EFL learners based on convenience sampling and divided them into two experimental groups and one control group randomly. The first experimental group received treatment through a scenario-based assessment model. The second experimental group underwent the treatment requirements of a dialogue journal writing model. The control group was instructed through the traditional teacher-centered method. All groups received pre-tests and post-tests of writing self-regulation skills. The collected data were analyzed through MANCOVA analysis.
Results: The findings showed that the scenario-based assessment group’s participants outperformed dialogue journal writing and control groups in writing self-regulation skills. It also revealed that the scenario-based assessment model more significantly improved motivational self-talk, knowledge rehearsal, and text processing.
Conclusions: The results of this study indicate that the scenario-based assessment can garner greater support and serve as an effective instructional and evaluation framework for instructors, educators, and stakeholders.

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