Middle School Teachers’ Assessment Literacy: Teachers’ Perceptions and Practices

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.