Language Teacher Assessment: Iranian Stakeholders’ Views


Sepidan Azad University


Language teacher assessment, like many aspects of second language
teacher education, is changing. To understand factors that are driving
the change, such as work of teaching generally, language teaching in
particular, and the role of teachers’ knowledge in teaching, this study
examined language teacher assessment schemes across the globe. The
aim was to arrive at a set of shared beliefs, attitudes, and values that
specify the minimum knowledge, skills, and values that are necessary
for foreign language teachers. In this study after reviewing the literature
the opinions of a number of stakeholders were sought through Delphi
method. The results indicated that Iranian stakeholders mainly thought
of language teacher competency as knowledge of language– knowing
about language, its grammar, form, and uses, so in their view assessing
language teachers was simply a matter of testing teachers’ knowledge
of language.