Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions

Language Testing in Asia

Research

Christine Coombe¹  Kaveh Jalilzadeh² 

[1] Dubai Men’s College, Higher Colleges of Technology, Dubai, United Arab Emirates;Istanbul University-Cerrahpasa, Istanbul, Turkey;

关键词: Assessment;    EFL teachers;    Learning-oriented assessment;    EFL teachers;   

DOI  :  10.1186/s40468-023-00222-8

 received in 2022-08-24, accepted in 2023-01-23,  发布年份 2023

来源: Springer

【 摘 要 】

Learning-oriented assessment has been called a practice that can be employed to increase the power of assessment practices in the classroom and one that has been said to promote efficient student learning. However, it is not always easy to employ learning-oriented assessment in English classes, because of a number of constraints. This study aimed at investigating the constraints which hinder teachers’ use of learning-oriented assessment in EFL classes. A phenomenological research method was used to explore the constraints associated with learning-oriented assessment. EFL teachers were selected through purposive sampling. The interviews were thematically coded into three main categories: teacher-related, institute-related, and learner-related constraints. It can be inferred that coordination among the different components of the curriculum is a necessary step that teachers need to take before attempting to employ LOA principles in their classes. Findings are theoretically and practically significant to EFL teachers and teacher educators as assessment instructors.

【 授权许可】

CC BY   
© The Author(s) 2023