The gap between teaching, assessment, and learning: EFL teachers' perceptions and strategies

Abstract

Recent discussions of language education have increasingly emphasized the integrated nature of teaching, learning, and assessment. In this regard, Earl’s (2013) framework (assessment of learning, assessment for learning, and assessment as learning) provides a comprehensive account of the connection among teaching, learning, and assessment. However, little research has examined how teachers view the connection among these three aspects in light of Earl’s framework. The present study explored the perceptions and practices of Iranian EFL school teachers about this connection based of Earl’s framework; moreover, it investigated the strategies that the teachers use for reducing or maintaining the gap between these three aspects. To this aim, a qualitative approach was adopted in which in-depth semi-structured interviews were conducted with the teachers. The findings showed that the teachers had both summative and formative relationship between these three aspects, and they used different strategies for these goals such as: 1) stress reduction and creating a space for interaction, 2) assessing before, during, and after teaching, and 3) asking, answering, and giving feedback. The findings promise some practical implications for different groups of stakeholders in general education and L2 education in particular.