EXPLORING EFL TEACHERS’ PRACTICES OF CONTINUOUS ASSESSMENT IN THE ENGLISH DEPARTMENT AT THE UNIVERSITY OF ALGIERS 2: CHALLENGES AND PERSPECTIVES
EXPLORING EFL TEACHERS’ PRACTICES OF CONTINUOUS ASSESSMENT IN THE ENGLISH DEPARTMENT AT THE UNIVERSITY OF ALGIERS 2: CHALLENGES AND PERSPECTIVES

Summary/Abstract: This study aims at investigating the extent to which the formative dimension is present in the continuous assessment practices in the English Department at the University of Algiers 2. It more specifically explores the formative assessment strategies implemented by EFL university teachers, the challenges they meet, and the way they respond to them. To this end, an exploratory qualitative study was carried out with 10 EFL teachers in the aforementioned department. The data emerging from the two teacher focus groups were analysed qualitatively. The findings revealed that teachers only moderately implement the formative principles of continuous assessment, as they primarily rely on formal mid-term tests and in-class activities to apply theory to practice. The formative feedback loop is weak and the washback is limited because teachers mainly assess the formal tests numerically and provide holistic comments.

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