Investigating Lecturers’ Views on the Conception of Formative Assessment in English Language Teaching (A Case Study of Sudanese Universities)
Ibrahim Hussain Bellal Al Noor, Mohammed Bakri
كلية الدراسات العليا-جامعة وادي النيل · السودان
This study aims at investigating teachers’ views on the conception of formative assessment in English Language Education, it based on the questions about the assessment techniques that teachers use to assess students’ learning in ESL/EFL classes, the conception of teachers about formative assessment and the use of formative assessment for evaluating students’ learning. The research used the descriptive method so as to collect and analyze the data. Questionnaire and interview questions were made for data gathering. The complied data were analyzed by the use of SPSS program. The researcher came up with the following results: Teachers conceptualization of formative assessment was wrongly conceived. Respondents are not abreast with what formative assessment is and do see it as similar to internal assessment. And also revealed that formative assessment is introduced as an on-going process of evaluating students’ learning, providing feedback to adjust instruction and learning, improving the curriculum, whilst summative assessment, on the other hand, is bound to administrative decisions and assigning grades to the tests.Moreover, the results revealed that teachers agreed about the use of formative assessment classroom techniques as an integral part of teaching and learning in formative assessment.