Conceptions of Assessment Among Pakistani Teachers of English: Implications for Policy and Professional Development.

In this study, we investigated conceptions of assessment among 735 English language teachers from different educational institutions and levels across Pakistan, with most holding a master's degree. Using a validated inventory (Brown, 2006) administered through a random sampling technique, we explored the alignment between teachers' assessment conceptions, rooted in socio-cognitive contexts, and the prevailing language policies enforced by educational authorities. Derived from the Structural Equating Model, our findings indicated that, despite the significant correlations between perceptions of student accountability and improvement (r = .92) and between school accountability and both student accountability (r = .59) and improvement (r = .55), the statistical and practical discrepancies in the loadings of factors and indicators limited the applicability and construct validity of the original inventory within the Pakistani context. These differences highlighted the mismatch between how assessments are perceived and how they are applied on the ground. In order to resolve inequities and provide teachers with greater professional support, we recommended policymakers recalibrate current assessments to address disparities and better support teachers professionally. The study contributed to the broader discourse on language classroom practices, suggesting pathways for further investigations so that educational outcomes could be maximized within socio-cognitive environments.

Corrigendum to "Developing and using hints in computerized dynamic assessment of a TOEFL iBT reading exam" <[Heliyon 6 (9) (2020) e04985]>.

[This corrects the article DOI: 10.1016/j.heliyon.2020.e04985.].

Toward a sociocultural approach to computerized dynamic assessment of the TOEFL iBT listening comprehension test.

The current study addressed the impact of computerized dynamic assessment (C-DA) on the TOEFL iBT listening comprehension test administered to Iranian EFL learners (n = 185) who took part in preparation courses on the TOEFL exam in some language centres in Iran. To mediate the test-takers with hints to process the listening questions, a computer software program was developed, and it was meant to produce the following: Actual, mediated, and learning potential scores. Findings of the study indicated that the actual and mediated scores led to significant different mean scores in various listening ability levels in almost all question types. Generally, results highlighted the significant positive impact of C-DA on improving EFL test-takers' performances in the monologue and dialogue tasks. Teachers were recommended to implement C-DA since the information gained from this sociocultural assessment mode empowers them to provide learners with more individualized and accordingly more effective teaching and assessment strategies.

Developing and using hints in computerized dynamic assessment of a TOEFL iBT reading exam.

This study investigated the impacts of computerized dynamic assessment (C-DA) on a TOEFL iBT reading exam among 185 upper-intermediate EFL Iranian learners. The exam included five question types: Vocabulary, detail, negative fact, purpose, and inference items whose answers yielded three types of scores: Actual, mediated, and learning potential. Results indicated statistically significant differences between actual and mediated scores with various reading ability levels in using hints in the question types. Even though C-DA improved the scores in the mediated test items and resulted in significant correlations, there was no empirical evidence that C-DA was conducive to a comprehensive diagnosis of the ability in the Zone of Actual Development (ZAD). The study had direct pedagogical and methodological implications by suggesting more individualized and, accordingly, more effective mediation to learners, such as the interactionist approach.