Classroom-Based Assessment Purposes from the Lens of Moroccan EFL High School Teachers
Keywords:
summative assessment, formative assessment, student-centered purposes, instruction-based purposes and administration-based purposesAbstract
In EFL educational contexts, Classroom-Based Assessment (CBA) provides valuable information that serves a variety of purposes, whether formative, summative, or a blend of both. This broad spectrum of purposes encompasses student-centered, instruction-based, and administration-based purposes. The Moroccan EFL context is marked by the extensive reliance on summative assessment techniques, such as written tests focusing on traditional items (e.g., gap-filling). However, it remains unclear how EFL teachers utilize CBA. Accordingly, this study aims to investigate the purposes of using CBA. A quantitative approach utilizing an online self-report questionnaire was employed to collect survey data from 260 teacher participants. The results of this study revealed that EFL teachers use CBA for a variety of purposes, primarily serving student-centered purposes. These include motivating students to excel, providing constructive feedback, and guiding them in setting learning goals. It also fulfils instruction-based purposes, such as identifying strengths and areas for improvement in teaching practices, as well as administrative purposes, such as formally documenting student achievements. Additionally, only some students are aware of the purposes of CBA. In light of this, the study concludes with significant implications for CBA policies, training, and research, highlighting the need for a more balanced approach that integrates both formative and summative assessment practices. It also emphasizes the importance of systematically analyzing CBA and promoting greater student involvement in assessment processes.
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