الفهرس 
Background of the problemOnly 14 pages are availabe for public view
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Abstract
The present study aimed at investigating the effectiveness of a proposed electronic assessment-driven instruction (E-ADI)program on developing EFL teaching skills for student teachers. The study used a standards basis for designing the proposed program. The instruction and assessment domains with their standards and indicators were adopted from STEPS document to be the target of the program. The E-ADI program was presented in a website including a login system, standards and indicators, instructions, modules, teacher resources, e-portfolio, wiki, blogs, my grades, message board, mailing list, visitor counter, social network links, calendar, and learning objects. The study adopted the experimental design using 60 4th year English major student teachers to be the study participants who were divided into two groups: an experimental and a control group. Instruments designed and used in the current study were: 1) a quality design standards checklist, 2) an e-learning readiness assessment questionnaire, 3) an electronic achievement test for assessing student teachers’ EFL teaching knowledge, 4) an analytic rubric for assessing student teachers’ teaching performance, and 5) a rubric for assessing and scoring student teachers’ e-portfolios. Results of the study showed that there were statistically significant differences between control and experimental groups on both achievement and performance in favor of the experimental group. In addition, there were statistically significant differences between pre- and post-levels of the experimental group on both achievement and performance in favor of the post level. Furthermore, student teachers’ e-portfolios supported these results since they documented the improvements in students’ knowledge and performance. These results indicated that the proposed E-ADI program was effective on developing student teachers’ EFL teaching knowledge and performance. Key Words: (Not more than ten) EFL teaching skills, performance assessment, quality standards, e-learning, and electronic assessment-driven instruction.