Abstract
The present research investigates the professional progress of English language teachers related to the language assessment and teaching methodologies and represents a theoretical planning of the field of curriculum and assessment in English Language Teaching and its effect in terms of professional and qualified development. Assessment is an essential section of the educational process, as it controls whether or not the goals of instruction are being achieved. Assessment influences decisions about ratings, assignment, improvement, instructional requirements, curriculum, etc… A qualitative connection between theory and implementation of well-developed practices in assessment contribute to positive achievements to in-service teachers. The major achievement of the study is that English teachers' professional progress is eloquent only if the assimilated information is applied in their environment. Article visualizations:
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