Assessment in the EFL university classroom : between tradition and innovation

Abstract EN

Assessment has long been one among the crucial subjects of debate in Higher Education especially in light of the new changes and implementations worldwide.

Recently and with requirements of the multilingual age, university teachers are urged to step towards innovation in their classrooms and at large scales.

In the field of assessment and with reference to EFL (English Foreign Language) teaching/learning in Algeria it is a reality that many teachers are unfortunately still hesitant to deal with novelty by implementing diverse forms of assessment in their classrooms, particularly the ones which are more ‘learner-centred’ in the sense that they are proved to be more effective in providing learners better control over their learning.

With reference to what have been mentioned, the present paper is a case study that attempts first to identify then understand teachers and students attitudes towards assessment in general and its different implementations in the EFL classroom in particular.

It strives to know their opinions concerning the newly advocated forms of assessment (within the LMD ‘License-Master-Doctorate’) compared to the traditional ones (used in the classical system).

We thus address the following issues: How can the university teacher assess his students effectively in the EFL classroom? What forms of assessment are more suitable to the students taught and the outcome to be achieved? Do EFL teachers prefer to use teacher oriented forms of assessment or alternative forms and why? Are students aware of the importance of assessment in their learning? Shall teachers consider assessment as part of the educational process or as a prerequisite for success of the process? The study confirms that EFL teachers and students are well aware of the importance of assessment in the teaching/learning process at the university level, however, most of them are still not ready to cope with novelty in using alternative forms of assessment.