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 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.

Correction: Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions

“…Following publication of the original article (Jalilzadeh & Coombe, 2023), the authors reported that the listed corresponding author was mistakenly assigned to Christine Coombe.…”

English language assessment in Indonesian senior high schools: Perceived challenges and prospective solutions

“…The design of effective assessment procedures should facilitate effective learning and pave the way for them to learn more. This is where giving feedback is a key component of quality assessment practices, which aim to promote student learning (Jalilzadeh & Coombe, 2023). The primary goals of assessment are to gauge and assess students' knowledge.…”

“…He proposed three major levels that influence teachers' understanding and practices in classroom settings: micro-level, mesolevel, and macro-level. With regard to quality language assessment practices, Jalilzadeh and Coombe (2023) identified several constraints of quality assessment that inhibit student learning, which could be categorized into three groups. They are teacher-related constraints, learner-related constraints, and institute-related constraints.…”

“…Teacher-related challenges include teachers' lack of knowledge and skills in designing and implementing quality assessment practices, inability to create tasks that promote learning, opposition to change, and lack of interpretive expertise (Jalilzadeh & Coombe, 2023). In addition, many studies have also identified the major constraints of effective EFL assessment practices as a lack of adequate knowledge of language assessment concerns and procedures among English language teachers (Farhady & Tavassoli, 2018;Giraldo, 2018).…”

“…Islam (2021) examined the English proficiency assessment in Bangladesh, particularly in the context of curricular reform and educational policy. More recently, the challenges teachers face when conducting learningoriented assessments in EFL programs at state universities in Tehran were also the subject of a study by Jalilzadeh and Coombe (2023).…”