Exploring Algerian EFL University Instructors’ Understanding and Practices of Learning-Oriented Assessment
DOI:
https://doi.org/10.70091/Atras/vol05no2.16Keywords:
Assessment practices, EFL university teachers, innovation, learning, learning-oriented assessmentAbstract
The quality of assessment practices in higher education profoundly influences students’ learning experiences and academic outcomes. A recent trend gaining popularity is Learning-Oriented Assessment, which tailors assessment practices to enhance student learning. This study explores Algerian EFL University teachers’ comprehension of Learning Oriented Assessment and the extent to which their practices align with it. Through an online mixed questionnaire administered to 56 EFL teachers from different Algerian universities including Batna 2 University, M’sila University, University of Constantine 1 and Eloued University, the research uncovered a range of assessment practices. While some educators embrace some principles of Learning Oriented Assessment, others adhere to conventional assessment methods. Teachers also reported significant factors influencing their assessment choices, including class size and resource constraints. Given the recent shifts, proficiency in contemporary assessment methodologies is imperative for effective teaching and learning. By exploring how EFL instructors in Algeria view assessment, their practices, and the challenges they face, this paper highlights the need for pedagogical innovation in assessment and its practical application in the context of higher education.
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