Classroom-Based Assessment Practices of EFL Students’ Grammatical Ability at the American-Mideast Educational and Training Services (Amideast): An Insight

Abstract

The aim of the current study is to provide an insight into the assessment practices used by a group of EFL teachers when teaching grammar at the pre-intermediate level (A2) in the intensive English Language program at Amideast-Yemen in Aden. The present study used both descriptive qualitative and quantitative approaches. Qualitative data was collected through semi structured interviews conducted with 11 teacher-participants as well as through the analysis of six grammar quiz papers prepared by the teachers. Furthermore, to investigate students’ perception toward how they were assessed, quantitative data was obtained through a questionnaire administered to 72 EFL students. The research results revealed that teachers had a good understanding of what effective assessment practices were and they used their knowledge to track their students’ grammatical ability progression. Analysis of the grammar quiz papers showed that there is some need for improvement in the design of the questions. Finally, the questionnaire administered to the students indicated a level of satisfaction among the students regarding the way their teachers assessed their grammatical ability.