Thesis (M.Sc.) - Cairo University - Faculty of Educational Post Graduate Studies - Department of Curriculum and Methods of Teaching

This study aimed at investigating preparatory school EFL teachers{u2019} current classroom assessment practices and the forces influencing their alternative assessment decisions. A questionnaire was administrated to (50) preparatory school English teachers. Interviews were conducted and samples from the assessment types used by the teachers throughout the academic year (2017-2018) were collected to monitor the teachers' perceptions about formative assessment. Data collected from the questionnaire, interviews and teachers-collected assessment types were analyzed using the concurrent triangulation method. The findings revealed that there is a significant use of regular assessment methods, including multiple-choice tests, in both formative and summative types. The interviews revealed the challenges that hinder teachers from implementing formative assessment practices. Standardized tests, teacher beliefs and values, ease of development and scoring, and teachers{u2019} load of overcrowded classes emerged as themes of influence on classroom assessment practices. The findings also revealed that there is a difference between teachers' perceptions on formative assessment and their actual assessment practices in their classrooms. The study suggested conceptualizing assessment for learning among Egyptian EFL teachers and introduced ideas for practical guide to help teachers use assessment for learning practices in classroomss

Issued also as CD