Reactivating Assessment Methods among EL Teachers to Enhance EFL Learners’ Achievements: Secondary School English Language Learners as a Sample.

Abstract

The aim of this study was to investigate the methods of assessment used by Algerian Secondary school teachers to assess their students‘ performance. It shed light on the limitations of traditional assessment, referring to the reasons for the shift towards alternative assessment. It also aimed at improving the assessment process in Algerian Secondary schools and helping teachers know and use alternative assessment methods. To achieve the purpose of this study, the researcher used both quantitative and qualitative data collected instruments. An online questionnaire was administered to 40 Algerian Secondary school teachers and an interview was conducted with 5 of them. The results obtained from the study showed that traditional assessment tools were still dominant in Algerian Secondary schools and teachers used teacher-made and standardized tests to evaluate their students in spite of their positive opinions towards the use of portfolio assessment. The participants in this study claimed that lack of knowledge and training in modern tools of assessment, time constraints, classroom environment and students‘ level and abilities were all main factors that affected their choice of assessment methods.