فهرست نشریات علمی دسترسی آزاد ایران

This study aimed to investigate the disparities between the language assessment pre-service education received by 100 EFL language institute teachers (including 35 men and 65 women) before entering the profession, and their perceived actual language assessment requirements. The comparison was conducted using the gap analysis method, along with a scale specifically developed for this study. The scale utilized a semantic differential Likert scale consisting of 44 items. The results demonstrated that all areas received high importance ratings (M ≥ 4.97 out of 6). The participants placed the highest importance on items related to ‘assessing different language skills and components’, while the item regarding ‘reporting assessment results to relevant stakeholders clearly and timely’ was rated as the least important area in language assessment. According to the findings, all areas received low scores (average of 3 or less out of 6) for classroom assessment preparation. The gap analysis revealed a significant disparity between the participants' perception of the importance of assessment knowledge and skills areas and their level of pre-service training. This discrepancy suggests "under-education" in classroom assessment, with the gaps being more pronounced in skills items. The implications of these findings for teacher education and classroom assessment are discussed in this study.