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Classroom-based language efficiency assessment: a challenge for EFL teachers

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Wach A.
Glottodidactica
|
2012
|
vol. 39
|
issue 1
81-92
PL
This paper attempts to highlight the significant multidimensional role of teachers of English as a foreign language in conducting language assessment in the process of teaching. The study presented in the article aimed to investigate school and university EFL teachers’ (n=87) beliefs about the place of assessment in their teaching practice and their role as assessors. The findings indicated that classroom assessment, though appreciated by the study participants, posed a major challenge to them.
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