A Learning-oriented Assessment Culture from the Perspective of EFL Teachers: An Explanatory Sequential Mixed-method Approach

Name: A Learning-oriented Assessment Culture from the Perspective of EFL Teachers: An Explanatory Sequential Mixed-method Approach
Published: 2023-11-10
License: https://creativecommons.org/licenses/by/4.0

Principal Investigator(s): View help for Principal Investigator(s) Muhammad Wasim Latif, Jubail Industrial College, Royal Commission Colleges & Institutes, Saudi Arabia

Version: View help for Version V1

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Project Citation:

Latif, Muhammad Wasim . A Learning-oriented Assessment Culture from the Perspective of EFL Teachers: An Explanatory Sequential Mixed-method Approach. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2023-11-10. https://doi.org/10.3886/E195065V1

Project Description

Summary: Based on sociocultural theory and pragmatism philosophical underpinnings, this study explores the classroom assessment practices of tertiary EFL practitioners, focusing on their alignment with contemporary constructivist assessment trends, methods, and approaches, rather than psychometrical assessments. The study extends knowledge on language teachers’ preparedness for implementing classroom assessment literacy. Participants were tertiary EFL instructors from four higher educational institutions in Saudi Arabia. Adopting an explanatory sequential mixed-methods research design, data were collected through self-reported questionnaires, classroom observations, and a review of assessment documents and artifacts. Descriptive statistics were used to analyze quantitative data and thematic analysis qualitative data. The dominance of traditional over alternative assessment methods was demonstrated, indicating gaps in teachers’ classroom assessment literacy. The findings highlight the contradiction, discrepancy, and complexity of the relationship between teachers’ articulated and exercised assessment practices. They provide baseline data for L2 classroom assessment policy, a classroom-based assessment framework, and a guide for teachers’ professional development in language assessment literacy.

Scope of Project

Subject Terms: Classroom Assessment; Teacher Assessment Literacy; Learning-oriented Assessment; Classroom Assessment Policy Framework; Teacher Professional Development

Geographic Coverage: Eastern Province Saudi Arabia

Data Type(s): observational data; other; survey data

Methodology

Sampling: It was a mixed-method study. An explanatory Sequential MM design was followed. Asfor the participant, 90 randomly selected tertiary EFL practitioners participated in the first phase, i.e., the QN phase, whereas 12 purposely selected participants participated in the second phase, i.e., the QL phase. Review of assessment documents and artifacts was also carried out.

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