Moroccan EFL Public High School Teachers’ Perceptions and Self-Reported Practices of Assessment

This study aims to investigate the perceptions and self-reported practices of Moroccan EFL public high school teachers towards traditional and alternative assessment. The data were collected from 51 teachers in Northern Morocco using a self-developed online questionnaire. The questionnaire items abo...

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Autores principales:	Abderrahim Mamad, Tibor Vígh
Formato:	article
Lenguaje:	EN
Publicado:	National Research University Higher School of Economics 2021
Materias:	traditional assessment alternative assessment assessment of/for/as learning efl teachers’ perceptions self-reported practices Education L Philology. Linguistics P1-1091
Acceso en línea:	https://doi.org/10.17323/jle.2021.12067 https://doaj.org/article/a0f96d8afd1548238d978ed34486ae62
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spelling	oai:doaj.org-article:a0f96d8afd1548238d978ed34486ae622021-11-21T15:47:37ZMoroccan EFL Public High School Teachers’ Perceptions and Self-Reported Practices of Assessmenthttps://doi.org/10.17323/jle.2021.120672411-7390https://doaj.org/article/a0f96d8afd1548238d978ed34486ae622021-09-01T00:00:00Zhttps://jle.hse.ru/article/view/12067/13155https://doaj.org/toc/2411-7390This study aims to investigate the perceptions and self-reported practices of Moroccan EFL public high school teachers towards traditional and alternative assessment. The data were collected from 51 teachers in Northern Morocco using a self-developed online questionnaire. The questionnaire items about teachers’ perceptions and self-reported practices were valid and both their data and sampling were acceptable for factor analysis of three subscales (traditional assessment, alternative assessment related with assessment as learning, and assessment for learning), and all scales proved to be reliable. Based on the three research questions, the study yielded the following results: (1) Teachers perceived the objectives of alternative assessment to be significantly more important than those of traditional assessment. (2) Based on their self-reported practices, teachers mainly used traditional assessment methods more often than alternative assessment methods associated with assessment as and for learning. (3) When comparing teachers’ perceptions with their self-reported practices, we found that teachers’ perceptions regarding traditional assessment matched their practices; while the majority of teachers admitted that they found alternative assessment important even though they did not often use it in order to support students to be able to reflect on their own learning or to enhance their performance in the learning process. Thus, these findings are significant for researchers, teachers, and educators to help them reconsider their perceptions of alternative assessment and how they should be enacted in practice with the aim of resolving the mismatches found in this study.Abderrahim MamadTibor VíghNational Research University Higher School of Economicsarticletraditional assessmentalternative assessmentassessment of/for/as learningefl teachers’ perceptionsself-reported practicesEducationLPhilology. LinguisticsP1-1091ENJournal of Language and Education, Vol 7, Iss 3, Pp 119-135 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	traditional assessment alternative assessment assessment of/for/as learning efl teachers’ perceptions self-reported practices Education L Philology. Linguistics P1-1091
spellingShingle	traditional assessment alternative assessment assessment of/for/as learning efl teachers’ perceptions self-reported practices Education L Philology. Linguistics P1-1091 Abderrahim Mamad Tibor Vígh Moroccan EFL Public High School Teachers’ Perceptions and Self-Reported Practices of Assessment
description	This study aims to investigate the perceptions and self-reported practices of Moroccan EFL public high school teachers towards traditional and alternative assessment. The data were collected from 51 teachers in Northern Morocco using a self-developed online questionnaire. The questionnaire items about teachers’ perceptions and self-reported practices were valid and both their data and sampling were acceptable for factor analysis of three subscales (traditional assessment, alternative assessment related with assessment as learning, and assessment for learning), and all scales proved to be reliable. Based on the three research questions, the study yielded the following results: (1) Teachers perceived the objectives of alternative assessment to be significantly more important than those of traditional assessment. (2) Based on their self-reported practices, teachers mainly used traditional assessment methods more often than alternative assessment methods associated with assessment as and for learning. (3) When comparing teachers’ perceptions with their self-reported practices, we found that teachers’ perceptions regarding traditional assessment matched their practices; while the majority of teachers admitted that they found alternative assessment important even though they did not often use it in order to support students to be able to reflect on their own learning or to enhance their performance in the learning process. Thus, these findings are significant for researchers, teachers, and educators to help them reconsider their perceptions of alternative assessment and how they should be enacted in practice with the aim of resolving the mismatches found in this study.
format	article
author	Abderrahim Mamad Tibor Vígh
author_facet	Abderrahim Mamad Tibor Vígh
author_sort	Abderrahim Mamad
title	Moroccan EFL Public High School Teachers’ Perceptions and Self-Reported Practices of Assessment
title_short	Moroccan EFL Public High School Teachers’ Perceptions and Self-Reported Practices of Assessment
title_full	Moroccan EFL Public High School Teachers’ Perceptions and Self-Reported Practices of Assessment
title_fullStr	Moroccan EFL Public High School Teachers’ Perceptions and Self-Reported Practices of Assessment
title_full_unstemmed	Moroccan EFL Public High School Teachers’ Perceptions and Self-Reported Practices of Assessment
title_sort	moroccan efl public high school teachers’ perceptions and self-reported practices of assessment
publisher	National Research University Higher School of Economics
publishDate	2021
url	https://doi.org/10.17323/jle.2021.12067 https://doaj.org/article/a0f96d8afd1548238d978ed34486ae62
work_keys_str_mv	AT abderrahimmamad moroccaneflpublichighschoolteachersperceptionsandselfreportedpracticesofassessment AT tiborvigh moroccaneflpublichighschoolteachersperceptionsandselfreportedpracticesofassessment
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Moroccan EFL Public High School Teachers’ Perceptions and Self-Reported Practices of Assessment

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