التعرف على مفاهيم أساتذة الجامعات حول التقويم التكويني الهادف في تدريس اللغة الإنجليزية كلغة أجنبية

Abstract

Having positive attitudes towards formative assessment in the classroom is unquestionably of paramount importance in teaching and learning English as a foreign language. Investigating teachers’ conceptions towards formative assessment would be more useful for supporting students ‘learning. This study investigates the Libyan university teachers ‘views about formative assessment in the classroom. Based on this, the following research question was formulated to guide the current study: What teaching conceptions do Libyan university teachers hold towards formative assessment in teaching and learning English as a foreign language? Data were collected through self-completed questionnaires answered by 30 EFL teachers at the public University of Zawia. The teachers were invited to give their opinions about formative assessment role in improving student learning. The data were analyzed through a calculation of the percentage in descriptive statistics. Very strong opinions were expressed about formative assessment as a powerful strategy to supports student learning. Formative assessment involves students in the learning process through identifying the gap in student learning, providing constructive feedback and providing clear learning progressions. And new evidence may lead to the conclusion that there is a strong link between formative assessment and Learning development