Exploring Assessment for Learning and Assessment as Learning in Saudi EFL Classrooms
| المصدر: | مجلة كلية التربية |
|---|---|
| الناشر: | جامعة طنطا - كلية التربية |
| المؤلف الرئيسي: | Alrashoud, Lamyaa Mohammed (Author) |
| مؤلفين آخرين: | Althubaiti, Haitham Ali (Co-Author) |
| المجلد/العدد: | مج91, ع1 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2025
|
| الشهر: | يناير |
| الصفحات: | 1 - 25 |
| ISSN: |
1110-1237 |
| رقم MD: | 1546704 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Formative Assessment | Assessment for Learning | Assessment as Learning | Feedback | EFL | Assessment Practices
|
| رابط المحتوى: |
عدد مرات التحميل
5
| المستخلص: |
This study explored the current practices of assessment for learning (AfL) and assessment as learning (AaL) among K-12 EFL teachers. To this end, a mixed-method explanatory sequential design was employed including an online close-ended questionnaire followed by semi-structured interviews. The participants of this study were intermediate and secondary EFL teachers working in public schools in Saudi Arabia. The questionnaire results revealed that EFL teachers highly integrate the principles of AfL in their assessment practices with less consideration for AaL. The semi-structured interviews suggested that certain factors contributed to this result, including years of teaching experience, qualifications, professional development, and resource constraints. Thus, based on these findings, this study highlights implications for teachers' assessment education and provides suggestions and recommendations for further research. |
|---|---|
| ISSN: |
1110-1237 |
عناصر مشابهة
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PORTFOLIO ASSESSMENT: A QUALITATIVE INVESTIGATION OF PORTFOLIO SELF-ASSESSMENT PRACTICES IN AN INTERMEDIATE EFL CLASSROOM, SAUDI ARABIA
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