Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions
Abstract 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 clas...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2023-02-01
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| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-023-00222-8 |
| _version_ | 1797863869111074816 |
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| author | Kaveh Jalilzadeh Christine Coombe |
| author_facet | Kaveh Jalilzadeh Christine Coombe |
| author_sort | Kaveh Jalilzadeh |
| collection | DOAJ |
| description | Abstract 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. |
| first_indexed | 2024-04-09T22:42:33Z |
| format | Article |
| id | doaj.art-51922c0cc2384765ad05b7c3d82b3cd5 |
| institution | Directory Open Access Journal |
| issn | 2229-0443 |
| language | English |
| last_indexed | 2024-04-09T22:42:33Z |
| publishDate | 2023-02-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj.art-51922c0cc2384765ad05b7c3d82b3cd52023-03-22T12:02:37ZengSpringerOpenLanguage Testing in Asia2229-04432023-02-0113111610.1186/s40468-023-00222-8Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptionsKaveh Jalilzadeh0Christine Coombe1Istanbul University-CerrahpasaDubai Men’s College, Higher Colleges of TechnologyAbstract 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.https://doi.org/10.1186/s40468-023-00222-8AssessmentEFL teachersLearning-oriented assessmentEFL teachers |
| spellingShingle | Kaveh Jalilzadeh Christine Coombe Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions Language Testing in Asia Assessment EFL teachers Learning-oriented assessment EFL teachers |
| title | Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions |
| title_full | Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions |
| title_fullStr | Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions |
| title_full_unstemmed | Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions |
| title_short | Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions |
| title_sort | constraints in employing learning oriented assessment in efl classrooms teachers perceptions |
| topic | Assessment EFL teachers Learning-oriented assessment EFL teachers |
| url | https://doi.org/10.1186/s40468-023-00222-8 |
| work_keys_str_mv | AT kavehjalilzadeh constraintsinemployinglearningorientedassessmentineflclassroomsteachersperceptions AT christinecoombe constraintsinemployinglearningorientedassessmentineflclassroomsteachersperceptions |