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Record identifier : 564714
Personal Name - Primary Intelectual Responsibility : HEIDARI, FARROKHLAGHA
Title and statement of responsibility : ALTERNATIVE ASSESSMENT PROCEDURES IN IRANIAN EFL WRITING CLASSES: THE WASHBACK EFFECT AND STUDENTS'ATTITUDES [Thesis]/حیدری، فرخ لقاء;supervisor: FAHIMEH MAREFAT;advisor: MEHDI NOWRUZI KHIABANI, MOHAMMAD KHATIB
Publication, Distribution,Etc. : , 2009
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , ALLAMEH TABATABAII UNIVERSITY FACULTY OF PERSIAN LITERATURE & FOREIGN LANGUGES
Summary or Abstract : هدف تحقیق: بررسی شق های ارزیابی در کلاسهای نوشتن دانشجویان ایرانی‌است. یافته ها حاکی از آن است که تاثیر قابل ملاحظه‌ی شق های ارزیابی بر مهارت زبانی آزمودنی ها عاملی تاثیر گذار بر گرایش و اشتیاق آنه نسبت به شق های ارزیابی پیش از بکارگیری عملی این روشها در کلاس گزارش می شود. تجزیه و تحلیل دقیق کنفرانس هاس شفاهی بیانگر این امر است که مشارکت مربی و دانشجو بگونه‌ای تغییر می یابد که حکایت از شکل دهی دوسویه‌ی آنها از نقش هایشان دارد. علاوه براین بررسی دقیق داده های بدست آمده از گزوه کاربرگ موید تاثیر قابل ملاحظه‌ی مهارت زبانی آزمودنی ها بر ملاکهای ارزیابی آنها از نوشته‌هایشان است. ذکر این مطلب ضروری است شق های ارزیاب ینباید عالج همه‌ی مشکلات تلقی شودند بلکه معلمان بنحو احسن انها را در راه چاره های یاددهی خود دخیل سازند و از آنها بعنوان ابزارهای یاددهی و یادگیری افزوده بهره گیرند
: The dissemination of process studies on the one hand and discontent amongst academics and educators over the limitations inherent inm traditional testing on the other have prompted alternative assessments tofind their place in assessing writing. This piece of research seeks to be integrative in examining the washback effect of alternative assessment procedures including oral-conferences, portfolios, and corpora-based feedback on the writing proficiency and attitudes of Iranian EFL university students. The qualitative aspect of the study shed more light on the oral-conference and portfolio groups. The subjects were 156 Iranian EFL students at Sistan and Balouchestan and Azad University in Zahedan. Through the two three-month semesters, the subjects of our four groups (the portfolio, oral-conference, corpora-based feedback, and control groups) were required to write eighteen essays on the topics extracted from "Discussion and Writing Section' of their course book. The subjects of different groups received different feedback methods on the essays they had written. It should be mentioned that revision was a major component of the pedagogy and subjects were asked to incorporate feedback into their revision processes. The findings revealed that the aforementioned assessment procedures led to a significantly better performance of the subjects and created a considerable change in their attitudes. Furthermore, the subjects' level of language proficiency was known as a factor influencing their enthusiasm for these alternative assessment procedures before actual in-class implementation of these methods. In addition the close analysis of the writing conferences displayed that the participation of both instructor and student changed in a way that showed mutual co-construction of their roles. Furthermore, careful observation of the data gained from the portfolio group revealed that the subjects' level of language proficiency affected their selecte.
Topical Name Used as Subject : Alternative Assessmen
: Corpora
: based Feedback
: Oral
: conferences
: Portfolios
: Washback Effect
Information of biblio record : TL
 
 
 
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