{"id":1902,"date":"2024-07-15T20:00:00","date_gmt":"2024-07-15T20:00:00","guid":{"rendered":"https:\/\/atras-univ-saida.dz\/en\/?p=1902"},"modified":"2025-02-01T09:53:52","modified_gmt":"2025-02-01T09:53:52","slug":"exploring-algerian-efl-university-instructors-understanding-and-practices-of-learning-oriented-assessment","status":"publish","type":"post","link":"https:\/\/atras-univ-saida.dz\/en\/?p=1902","title":{"rendered":"Article 16 Issue 02 VOL 5 July 2024"},"content":{"rendered":"\n

Title:<\/strong> Exploring Algerian EFL University Instructors\u2019 Understanding and Practices of Learning-Oriented Assessment<\/strong><\/p><\/div><\/div>\n\n\n\n

Nor-el-Houda BOUDIBI
RELTEL LAB, Ecole Normale Sup\u00e9rieure El Katiba Assia
Djebar Constanitne (ENSC), Algeria<\/strong><\/strong><\/strong><\/p><\/div><\/div>\n\n\n\n

Saliha BELEULMI
Universit\u00e9
Fr\u00e8res Mentouri Constantine 1, Algeria<\/strong><\/strong><\/strong><\/p><\/div><\/div>\n\n\n\n

Abstract<\/strong><\/h1><\/div><\/div>\n\n\n\n

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\u2019sila 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.<\/p><\/div><\/div>\n\n\n\n

Keywords:<\/strong><\/h1><\/div><\/div>\n\n\n\n

Assessment practices, EFL university teachers, innovation,  learning, learning-oriented assessment<\/p><\/div><\/div>\n\n\n

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How to Cite this Paper:<\/strong><\/h1><\/div><\/div>\n\n\n\n

Boudibi, N., & Beleulmi, S. (2024). Exploring Algerian EFL University Instructors\u2019 Understanding and Practices of Learning-Oriented Assessment. ATRAS Journal, 5<\/em>(2),  205-219<\/p><\/div><\/div>\n\n\n\n

DOI: 
https:\/\/doi.org\/10.70091\/Atras\/vol05no2.16<\/a><\/strong><\/p><\/div><\/div>\n\n\n\n

References<\/strong><\/h1><\/div><\/div>\n\n\n\n

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Copyright for all articles published in ATRAS <\/strong>belongs to the author. The authors also grant permission to the publisher to publish, reproduce, distribute, and transmit the articles. ATRAS <\/strong>publishes accepted papers under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License. Authors submitting papers for publication in ATRAS <\/strong>agree to apply the CC BY-NC 4.0 license to their work. For non-commercial purposes, anyone may copy, redistribute material, remix, transform, and construct material in any media or format, provided that the terms of the license are observed and the original source is properly cited.<\/p><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

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