Investigating Teachers Training and Prepardeness for Implementing Project Work-Based Assessment in Algerian Middle Schools

Abstract

This study investigates the training and preparedness of EFL Middle School Teachers in Algeria for implementing Project Work-Based Assessment (PWBA). Given the growing emphasis on innovative assessment methods, this research aims to assess teachers' understanding of PWBA, identify training gaps, and explore the challenges they face during implementation. A mixed-methods approach was employed, involving a questionnaire administered to 32 EFL teachers from Jijel Middle Schools and structured interviews with 10 of these teachers. The findings revealed that, despite possessing significant academic qualifications and considerable teaching experience, teachers have limited knowledge and implementation skills regarding PWBA due to inadequate pre-service and in-service training. Teachers expressed dissatisfaction and a lack of awareness about PWBA, with the majority struggling to integrate it into their teaching practices effectively