Title: Assessment for Learning in Tunisian Higher Education: English Language Teachers’ Self-Efficacy and Knowledge Base
Stream: Assessment Theories & Methodologies
Presentation Type: Oral Presentation
Asma Maaoui, University of Tunis, Tunisia
Amel Jarraya, University of Tunis, Tunisia
Assessment Literacy (AL) has been shown to determine the way assessment is carried out in various teacher-led assessment contexts. Presumably, language teachers should be able to implement theory and policy-supported recommendations for more learning-driven assessment. Following the 2006 higher education reform in Tunisia, research has revealed that teachers either have a limited understanding of language assessment or misconceptions about its pedagogical role. In line with the proliferation of Language Assessment Literacy (LAL) literature, this study sought to examine English language teachers’ Assessment for Learning (AfL) knowledge base and their self-efficacy about their roles as formative assessors relying on a survey with 153 university teachers. Data collection was based on a survey. The analysis of the quantitative and qualitative data revealed these teachers’ rather deficient AfL knowledge marked by a general uncertainty and misconceptions about assessment purposes for learning. Additionally, the participants’ Assessors’ self-efficacy was found to be moderate-to-low. This may hamper assessment reform initiatives in such contexts. This study is a call for further professional development and the adoption of clearer assessment guidelines during reforms.
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