Abstract
Despite the increasing concerns about the importance of assessment, the studies that directly address the assessment beliefs and practices among Libyan secondary school English language teachers are scarce. The present study aimed to investigate the Libyan teachers’ classroom-based assessment beliefs and practices and the relationship between them. For this purpose, a total of 90 Libyan English teachers participated in a survey by responding to a questionnaire which explored their beliefs and practices in the four stages of assessment; namely, planning, implementing, monitoring and recording. Based on their perceptions, other than their confusion over ethical matters in assessment, the teachers’ beliefs and practices generally seemed to be at an acceptable level. The results also demonstrated that the relationship between teachers’ beliefs and practices is positively moderate and significant in all stages of assessment. The findings are expected to provide insights into the difficulties encountered by the language teachers and learners in the assessment processes, and therefore, enhance assessment practice and learning conditions.
Highlights
Assessment is a wide range of activities that measure the extent to which students comprehend the curriculum material and achieve the intended instructional objectives planned by teachers (Halpern, Appleby, Beers, Cowan, Furedy, Halonen et al, 1993)
Assessment practice plays a vital role in the teaching and learning process, and we find that this work would provide insights into Libyan teachers’ take on language assessment
This study aims to explore teachers’ beliefs of classroom-based assessment and how their beliefs are correlated with their assessment practice in the Libyan secondary schools
Summary
Assessment is a wide range of activities that measure the extent to which students comprehend the curriculum material and achieve the intended instructional objectives planned by teachers (Halpern, Appleby, Beers, Cowan, Furedy, Halonen et al, 1993). Taggart, McMillan and Lawson (2010) made a study on 261 secondary science teachers from 69 schools They aimed to examine the teachers’ assessment practices and grading practices. The present study attempts to examine English teachers’ assessment beliefs and practices in the Libyan context, as well as the relationship between their assessment beliefs and practices. GPCE in Libya is striving to provide the best means to enhance the teaching and learning processes and to give the opportunity for teachers and learners to discover their potentials (GPCE, 2008), the assessment practices among Libyan English teachers in secondary schools do not seem to be well employed or well understood. According to the literature reviewed in the present study, there is no work that has attempted to study English language teachers’ beliefs and practices of classroom-based assessment in Libya. Assessment practice plays a vital role in the teaching and learning process, and we find that this work would provide insights into Libyan teachers’ take on language assessment
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