Assessment Literacy In Language Teaching: Enhancing Pre/in-service Efl Teachers’ Performance In Algeria

Résumé: Whatever the relationship between the teacher and the learner is built upon a total awareness of what is happening in terms of achievement by the student, the teacher remains in constant need to conduct formal and informal assessments or tests to check academic development. Yet, are teachers in Algeria (especially English language teachers) properly trained and sufficiently literate to apply assessment and examination methods alongside the teaching and learning process? Then, this research paper, which was supported by a questionnaire addressed to 24 English language teachers, is realised following a quantitative qualitative approach. The data obtained showed that the majority of EFL teachers suffer from a severe lack of knowledge related to appropriate methods and strategies of assessing/evaluating and testing learners, which calls for immediate response from decision-makers in the country.

Publié dans la revue: جسور المعرفة