a metamodernist analysis of instructors’ assessment decision making in anonline platform: a case study in islamic azad university

With the advent of the corona era, the urgent global shift and tendency toward online educational platforms led to the emergence of innovative decision-making opportunities for the instructors to manage the crisis, survive constructively, and act efficiently in their professional route. in this regard, efficient classroom assessment still remains the most vital and controversial issue discussed glocally. since the globe is entering a new era and encountering shifts in approaches and trends, it is time to consider a metamodernist approach to analyze the currently practiced pedagogical trends constructively and effectively. as it is the motto of metamodernism, “looking over the past and heading toward the new future”. therefore, the present case study aimed at exploring what the iranian efl instructors’’ decisions were for the classroom assessment in the past “before the corona-era”? and what the iranian efl instructors’ decisions were for the classroom assessment in the past “before the corona-era”? to this end, the researcher collected and reviewed all the two iranian efl instructors’ assessment reports during the two semesters of online courses held at islamic azad university, yadegar-e- imam khomeini (rah) sharerey, and closely analyzed various assessment decision makings by the participating faculty members of english language department to assess 180 undergraduate tefl students. finally, the participant instructors attended semi-structured interview sessions. the results of the present study indicated that regardless of the resistance against online education, students’ poor literacy, and inefficiency of the online platforms available to the university at the early semester, the instructors in the present study could successfully pave the way toward rather fair assessment processes employed through the 16-session courses. they could lower the burden on the instructor by organizing relevant assessment rubrics, briefing the students on the assessment system in advance, helping them effectively go through self-assessment and peer-assessment procedures, and eventually increase their satisfaction with their achievements.

A Metamodernist Analysis of Instructors’ Assessment Decision Making in anOnline Platform: A Case Study in Islamic Azad University

With the advent of the Corona era, the urgent global shift and tendency toward online educational platforms led to the emergence of innovative decision-making opportunities for the instructors to manage the crisis, survive constructively, and act efficiently in their professional route. In this regard, efficient classroom assessment still remains the most vital and controversial issue discussed glocally. Since the globe is entering a new era and encountering shifts in approaches and trends, it is time to consider a metamodernist approach to analyze the currently practiced pedagogical trends constructively and effectively. As it is the motto of metamodernism, “looking over the past and heading toward the new future”. Therefore, the present case study aimed at exploring what the Iranian EFL instructors’’ decisions were for the classroom assessment in the past “before the corona-era”? and What the Iranian EFL instructors’ decisions were for the classroom assessment in the past “before the corona-era”? To this end, the researcher collected and reviewed all the two Iranian EFL instructors’ assessment reports during the two semesters of online courses held at Islamic Azad University, Yadegar-e- Imam Khomeini (RAH) ShareRey, and closely analyzed various assessment decision makings by the participating faculty members of English language Department to assess 180 undergraduate TEFL students. Finally, the participant instructors attended semi-structured interview sessions. The results of the present study indicated that regardless of the resistance against online education, students’ poor literacy, and inefficiency of the online platforms available to the university at the early semester, the instructors in the present study could successfully pave the way toward rather fair assessment processes employed through the 16-session courses. They could lower the burden on the instructor by organizing relevant assessment rubrics, briefing the students on the assessment system in advance, helping them effectively go through self-assessment and peer-assessment procedures, and eventually increase their satisfaction with their achievements.