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<p>Despite the growing emphasis on assessment for learning (AFL), little is known about how teachers and students value these practices. Therefore, this study addresses the gap in understanding the differing perceptions of Iranian EFL teachers and students regarding these practices, specifically monitoring and scaffolding, in Iranian EFL classrooms. For this purpose, a total of 185 Iranian EFL participants, consisting of 100 teachers and 85 students, completed a validated 28-item 5-point Likert scale questionnaire to collect the quantitative data. Additionally, 40 Iranian EFL teachers and 15 junior or senior high school students were invited to participate in a semi-structured interview to collect the qualitative data. The results revealed that Iranian EFL teachers attributed greater value to monitoring and scaffolding practices compared with the students. Furthermore, teachers from private institutes reported significantly higher perceptions of these practices compared to their counterparts in public high schools. The study concludes with implications and recommendations for further research.</p>

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Iranian EFL teachers’ and students’ perceptions of different assessment-for-learning practices implemented in the Iranian EFL classrooms: does teaching context matter?

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月1日

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  • Meysam Muhammadpour,
  • Masoud Khalili Sabet

摘要

Despite the growing emphasis on assessment for learning (AFL), little is known about how teachers and students value these practices. Therefore, this study addresses the gap in understanding the differing perceptions of Iranian EFL teachers and students regarding these practices, specifically monitoring and scaffolding, in Iranian EFL classrooms. For this purpose, a total of 185 Iranian EFL participants, consisting of 100 teachers and 85 students, completed a validated 28-item 5-point Likert scale questionnaire to collect the quantitative data. Additionally, 40 Iranian EFL teachers and 15 junior or senior high school students were invited to participate in a semi-structured interview to collect the qualitative data. The results revealed that Iranian EFL teachers attributed greater value to monitoring and scaffolding practices compared with the students. Furthermore, teachers from private institutes reported significantly higher perceptions of these practices compared to their counterparts in public high schools. The study concludes with implications and recommendations for further research.