The Perspectives of Saudi EFL Teachers on Practical Criteria of Test Construction | ||||
| مجلة العلوم التربوية - کلية التربية بقنا | ||||
| Articles in Press, Accepted Manuscript, Available Online from 14 January 2024 | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/maeq.2024.256796.1223 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Øياة العمري  
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| جامعة طيبة | ||||
| Abstract | ||||
| The current descriptive quantitative study investigates the perspectives of Saudi EFL teachers on test construction criteria. The research also aims to understand their gender-specific views on test construction criteria. Therefore, the researchers developed a 32-5-point Likert scale questionnaire to measure teachers' perspectives. The sample includes 227 teachers, 83 males, and 144 females, during the 2021 and 2022 academic years. Results indicated that the test construction process is crucial for EFL teaching, learning, and assessment. EFL teachers generally have good test design and development knowledge, preferring objective items over subjective ones. They highly value the practical criteria of test construction and the essential role of all seven dimensions in the process. The Mann-Whitney U-test revealed no significant gender differences among EFL male and female teachers in the seven dimensions perspectives. The study concludes with recommendations for in-service EFL teachers to receive more comprehensive training and attend conferences, workshops, and seminars to enhance their test construction abilities. | ||||
| Keywords | ||||
| Assessment; test construction; criteria; perspectives; Saudi EFL teachers | ||||
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