期刊名称：Profile Issues in Teachers` Professional Development
印刷版ISSN：1657-0790
出版年度：2022
卷号：24
期号：1
页码：77-95
DOI：10.15446/profile.v24n1.93676
语种：English
出版社：Universidad Nacional de Colombia.
摘要：The study examined university-level English instructors’ assessment training experiences, classroom-based assessment practices, and assessment training needs in Iran. Sixty-eight instructors who were randomly selected through academic social networks filled out a questionnaire. Eight instructors were also interviewed. The results indicated that the instructors had received insufficient training, especially in practical aspects, because they had solely been exposed to assessment concepts and theories in the limited and impractical assessment courses offered to preservice teachers in their universities. Also, they had recurrently failed to put their limited assessment knowledge into practice. Despite this situation, they preferred to get basic rather than advanced assessment training due to personal and contextual constraints. The study bears implications for university English instructors, teacher educators, and university administrators.
