English as a Foreign Language Teachers' Assessment Competence at Taibah University

Abstract

This research study examines the competence of EFL teachers about language assessment types and strategies. A random sample of 49 teachers at the preparatory year program at Taibah University has taken a questionnaire that tests language assessment competences (i.e., diagnostic, progress, placement, proficiency, and achievement) and its correlation with their gender, native language, qualification, years of experience, and non-academic training. Overall, female teachers had better competence of achievement assessment over male teachers, but not in other types of assessment. Both English native speaking teachers and non-English native speaking teachers have less competence in language proficiency assessment competence. Also, it is seen that higher degrees help better in the achievement assessment competence, but not in general. Regardless of the number of years of experience, less competence occurred with proficiency assessment. Finally, in terms of non-academic training, there was a significant difference in the competence of progress assessment and proficiency assessment.