Language teachers' conceptions of assessment: an Egyptian perspective. Issue 1 (1st January 2017)

• Record Type: Journal Article
• Authors: Gebril, Atta
• Is Part Of: Teacher development. Volume 21:Issue 1(2017)
• Page Start: 81
• Page End: 100
• Publication Date: 2017-01-01
• Subjects: school accountability -- educational assessment -- conceptions of assessment -- teacher beliefs -- teacher education; Teachers -- In-service training -- Periodicals; Teachers -- Training of -- Periodicals; Career development -- Periodicals; 370.711
• DOI: 10.1080/13664530.2016.1218364
• Languages: English
• ISSNs: 1366-4530

Abstract

Abstract : The current study investigates the assessment conceptions of both pre-service and in-service English teachers within a high-stakes, test-driven context in Egypt. For this purpose, 170 Egyptian pre-service and in-service teachers completed an assessment conceptions questionnaire. Quantitative and qualitative data analysis were employed to answer the research questions. The results of the study showed in-service teachers preferring a combination of formative and summative assessment practices while pre-service teachers favored a relatively summative paradigm. With regard to functions of assessment, in-service teachers endorsed the improvement function of assessment more than the pre-service group. Both groups had negative perceptions about the effectiveness of teacher training programs. The study provides a number of implications for language teachers, teacher educators, and policy-makers.