Abstract:
Effective language teaching and learning hinge upon a number of fundamental elements, one
of which is teachers’ assessment literacy. Adequate assessment literacy levels establish a solid
base for appropriate classroom assessment practices. This evidently promotes the academic
achievements of the teacher and the student alike. The study in hand attempts to appraise
middle school teachers’ preparedness and perceptions of their assessment literacy as well as to
investigate their assessment practices in a curriculum that is competency-based. To achieve
the aims of the study, the quantitative paradigm was opted for. Accordingly, the data were
gathered through the use of a questionnaire administered to thirty five randomly selected
middle school teachers in Jijel. The findings indicated that the majority of teachers have an
average assessment literacy level and reported the need to receive in-service training in
language assessment. Furthermore, the teachers’ assessment practices are partially compatible
with the principles of Competency-based Language Teaching. While most of the teachers
reported using assessment to enhance and support learning through using different formal and
informal tools and involving students in the assessment process by engaging them in self- and
peer-assessment activities, they still rely mostly on traditional classroom assessment
procedures. Based on the results obtained, some pedagogical recommendations and
suggestions are provided.
