Evaluating Classroom Assessment Techniques of Novice Saudi EFL Teachers

Abstract

This study examined the validity of the process of student achievement test development in English as a foreign language in the Saudi context and its impact on test performance. Subjects of the study included 50 novice male middle school teachers of English as a foreign language teaching in twelve middle public schools in Qassim region. Data were gathered using task-based self-assessment of classroom assessment knowledge and skills, thinking aloud protocol, and assessment training needs questionnaire. Besides, 150 language quizzes and assessment activities were analyzed in terms of a language test evaluation scale. Results revealed that training in EFL learner assessment at the graduate level appeared to be inadequate to meet the needs of novice EFL teachers who seem to acquire most of their knowledge of testing and assessment through the on-the-job experience, not through preservice education at the university level. In addition, the study found that teachers- made tests do not meet the standards of student achievement test development. Furthermore, analysis of novice EFL teachers’ assessment needs reveals that novice middle school EFL teachers need to develop their knowledge and skills of a wide range of EFL learner assessment. The study suggests that novice Saudi EFL teachers should start the process of changing their current assessment practices or seeking ways that would aid in the development of improved assessment techniques. In addition, further research is recommended designing and experimenting in-service training programs in the area of learners’ assessment with in-service EFL teachers at various educational levels .