Exploring classroom assessment practices: The case of teachers of English as a foreign language

Ofra Inbar-Lourie*, Smadar Donitsa-Schmidt

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

The research investigated the factors which underlie the perceptions and usage of alternative assessment procedures among EFL teachers in Israel. The research was conducted within the framework of an earlier model by Hargreaves and colleagues comprising four perspectives–technological, cultural, political and postmodern–to account for teachers’ assessment practices and beliefs. The sample included 113 EFL teachers who responded to a self-report questionnaire. The model’s four perspectives were validated using a two-stage factor analysis. Results show that the predominant factor related to the usage of alternative assessment is the technological one, followed by the cultural and postmodern perspectives. The political perspective yielded mixed results. The findings highlight the complexity of teachers’ assessment practices reflecting not merely a testing approach but a social and educational paradigm encompassing micro constraints (technological), macro influences (political), ideologies and commonly-held beliefs (cultural) as well as evidence of critical pedagogy (postmodern).

Original languageEnglish
Pages (from-to)185-204
Number of pages20
JournalAssessment in Education: Principles, Policy and Practice
Volume16
Issue number2
DOIs
StatePublished - Jul 2009
Externally publishedYes

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