شبكة المعلومات العربية التربوية

The main concern of the present study was to investigate to what extent a formal training in electronic assessment driven instruction can yield a positive impact in enhancing the preservice EFL teachers' knowledge and skills of designing and using electronic assessment driven instruction in their daily classroom teaching. The intervention, namely the training program was conducted to four hundred preservice EFL teachers enrolled in the Methodology Course during the academic year 2008/2009. Fifty of them were randomly selected to be the subjects for this study. Four instruments were designed and used in this study: an achievement test to assess the preservice EFL teachers' knowledge, an observation checklist to assess preservice EFL skills, an e-portfolio to assess EFL in-service teachers’ skills in designing electronic assessments, and an analytic rubric for scoring the EFL teachers' e-portfolios. The obtained results indicate that the proposed training program was strongly effective in improving preservice EFL teachers' knowledge and use of electronic ADI. The results obtained from analyzing participants' e-portfolios via the analytic scoring rubric revealed that the participants accomplished a very high level of quality in designing their e-portfolios. (Published abstract)