درخت حوزه‌های تخصصی

In this chapter I review principles and practical aspects of language assessment in foreign language (FL) learning, more specifically with a focus on Computer-Assisted Language Learning (CALL) and other contexts in which computers are used as a means for distance learning and for language assessment (Computer-Aided Assessment - CAA). Assessment constitutes an essential dimension of learning experiences and it is an aspect of most formal processes of language teaching and learning. Language assessment may involve language testing, as well as other procedures and instruments such as observations, performance tasks, portfolios and self-evaluation, and by combining information from various sources of assessment one is able to obtain more valid and reliable results. I draw on the literature on CALL and on language assessment, and on data collected within the scope of the Teletandem Brazil Project: foreign languages for all (henceforth TBP), to support my position on principles that may or may not characterize language assessment in the context of teletandem interactions. CAA is defined as any type of activity in which computers are used to support a process of assessment apart from and beyond their simple function to store and transmit information. CAA helps faster assessment, increases the quality and quantity of information detected, and maximizes the provision of feedback about language assessment processes. In the TBP project, undergraduate students from a Brazilian university interacted with students from universities abroad, by means of computer programmes for synchronous communication, microphones and webcams. Besides the claims about CALL from the literature, I make reference to teletandem interactions in both EFL and Portuguese as a foreign language, considering occasions in which teletandem agents evaluate each other linguistic performances. I also analyse a questionnaire for evaluation in teletandem, which does not focus on language assessment but rather on the experience of interacting in the teletandem context and on the tools used for communication. No clear distinctions were found to exist between CAA and more traditional procedures for language assessment. Principles for CAA seem to combine traditional bases for language assessment and testing with a number of pedagogical principles that underpin distance learning.

One of the new concepts in the field of human resources management is organizational intelligence, which is increasing in importance day by day. The main goal of the present study was to identify the factors affecting the organizational intelligence of secondary school principals. The current research method was qualitative-based theory and applied research in terms of its purpose. The participants in the research were principals and vice-principals of schools in Lorestan province. Totally 20 interviews were conducted with them using the purposeful sampling method until reaching theoretical saturation. The research tool was semi-structured interviews. Open, axial and selective coding was used to analyze the data. Also, for the validity of the findings, in addition to reviewing the interview process by researchers, internal participants and external auditors were used, and for reliability, evaluators outside the research were used, and the agreement coefficient was 0.80. The data analysis led to the formation of 9 core categories, based on the paradigm model of Straves and Corbin, "empowerment" and "elements of a smart organization (including justice-oriented components, organizational transparency and research-oriented components)" as causal conditions, "organizational culture" and "leadership" "cultural" as background conditions, "organizational global horizon" as intervening conditions, "financial, psychological and environmental horizon" and "talent management" as strategies/strategies and "productivity" and "career longevity" were also consequences of organizational intelligence. Based on the current findings, the education system should pay attention to the empowerment of managers, the elements of intelligent organization and the organizational culture of managers as factors that shape and accelerate organizational intelligence.

The present study investigated the relationship between technology acceptance, electronic assessment (e-assessment) methods and the satisfaction of students at Shahid Bahonar University of Kerman, Iran, using a descriptive-correlational design. The research population consisted of all the students (n = 14096) studying at Shahid Bahonar University of Kerman in the academic year 2021-2023. A sample of 387 students was selected using quota sampling. The data were collected using the Technology Acceptance Questionnaire (Teo, 2009) and two researcher-made satisfaction and e-assessment questionnaires, whose validity and reliability were estimated as 0.96 and 0.88, respectively. The collected data were analyzed using descriptive statistics and structural equation modeling (SEM). The proposed model was evaluated using a two-step approach (Anderson & Gerbing, 1988). The Baron and Kenny (1986) approach and Sobel’s test (1982) were used to test the mediating relationships in the proposed model and their significance. The results showed a positive and significant relationship between e-assessment and student satisfaction (β=0.78). There was also a positive and significant relationship between the degree of technology acceptance and student satisfaction (β=0.16), but no significant relationship was found between e-assessment and the degree of technology acceptance among the students (β=0.01). These findings imply that technology acceptance cannot play a mediating role in the relationship between e-assessment and student satisfaction at Shahid Bahonar University of Kerman. However, satisfaction acted as a mediating variable in the relationship between technology acceptance and the assessment method. Keywords: E-assessment, Technology Acceptance, Student Satisfaction, Students, University.