Exploring assessment for learning and assessment as learning in Saudi EFL classrooms | ||||
| مجلة کلية التربية . جامعة طنطا | ||||
| Article 21, Volume 91, Issue 1, January 2025, Page 1-25 PDF (1.25 MB) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/mkmgt.2025.357883.1893 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
Lamayaa Mohammed ALrashoud  1; Haitham Ali Althubaiti2
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| 1Princess Nourah bint Abdulrahman University Applied college Department of Basic Sciences | ||||
| 2Department of Curriculum and Instruction / College of Education / University of Jeddah / Jeddah / Saudi Arabia | ||||
| Abstract | ||||
| Abstract: 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 Thus, based on these findings, this study highlights implications for teachers' assessment education and provides suggestions and recommendations for further researc teachers' assessment education and rovides suggestions and recommendations for further researchprovides suggestions and recommendations for further research. | ||||
| Keywords | ||||
| keywords: Formative assessment; assessment for learning; assessment as learning; feedback; EFL | ||||
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