Obstacles and positives of implementing learning-oriented assessment in Algerian EFL higher education: teachers’ perspectives

Abstract EN

By the 21st century, learning oriented assessment became a prominent approach informing assessment in language education.

it seeks to foster students learning through assessment.

the current study aims to explore the positives and the obstacles that Algerian EFL teachers face for implementing learning-oriented assessment approach, and to recommend corrective measures to increase its efficiency.

the study relied exclusively on quantitative research, employing a semi-structured questionnaire administered via google form to 60 Algerian EFL teachers.

the collected data showed that EFL teachers perceive as a promising alternative to traditional assessment approaches for the learning and teaching process.

the findings also revealed obstacles associated with LOA, including institutional, learner and teacher-related issues.

accordingly, the study suggests recommendations for policymakers and pedagogical staff to improve their assessment literacy, facilitate the implementation of the approach, and achieve better results.