Instructors’ Principles and Practices in the Implementation Stage of Classroom-Based Language Assessment in Higher Education in Turkey

Abstract

The aim of this study is to explore Instructors’ perceptions relating to the implementation of classroom-based language assessment (CBLA). In this study, the current perceptions of higher education Instructors in Turkey are examined. The findings of the questionnaire were analyzed statistically, with the understanding that the Instructors usually exercise their own beliefs concerning CBLA. The results of the questionnaire showed that they did not put a number of their principles into application. Throughout the study, the Instructors mentioned that in some cases they did not have a chance to put their beliefs into practice due to the central assessment system of the institution, intensive syllabuses that they had to finish in a very restricted time, and students’ educational backgrounds that they brought from the primary and secondary school education systems.