Recently, classroom assessment has been the subject of a great deal of interesting discussions in second language learning because it caters to specific needs and characteristics of individual learners. Current educational trends also indicate that assessment should not mainly measure students’ learning results, but facilitating students’ learning progress. With this focus, there is a research need to reveal teachers’ assessment practices in the classrooms. However, how classroom assessment has been implemented by English-as-a-foreign-language (EFL) teachers, particularly at Tertiary level, has not been the focus of empirical investigation. Thus, this study addressed this gap and investigated the extent tertiary EFL teachers implement a variety of assessment tasks. Survey methods and descriptive statistics were employed. The results indicated that the teachers adopted a variety of classroom assessment tasks, but differed in the frequency of each task used. Some factors which might be the causes of teacher differences in classroom assessment practices were concluded. Pedagogical recommendations are discussed to facilitate teachers’ informed use of various test tasks and students’ learning as well. Suggestions for future research are also provided in order to provide a fuller explanation of tertiary EFL teachers’ assessment behaviors in the near future.
|Keywords:||Classroom Assessment, Teacher Practices, English-as-a-Foreign-Language (EFL) Education, Second Language Education|
Assistant Professor, Department of Applied English, HungKuang University, Taiwan
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