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Language teachers’ conceptions of assessment: an Egyptian perspective

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The current study investigates the assessment conceptions of both pre-service and in-service English teachers within a high-stakes, test-driven context in Egypt. For this purpose, 170 Egyptian pre-service and in-service teachers completed an assessment conceptions questionnaire. Quantitative and qualitative data analysis were employed to answer the research questions. The results of the study showed in-service teachers preferring a combination of formative and summative assessment practices while pre-service teachers favored a relatively summative paradigm. With regard to functions of assessment, in-service teachers endorsed the improvement function of assessment more than the pre-service group. Both groups had negative perceptions about the effectiveness of teacher training programs. The study provides a number of implications for language teachers, teacher educators, and policy-makers.
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Keywords: conceptions of assessment; educational assessment; school accountability; teacher beliefs; teacher education

Document Type: Research Article

Affiliations: MATESOL Program, The American University in Cairo, 2046 HUSS Building, P.O. Box 74, New Cairo, 11835, Egypt

Publication date: January 1, 2017

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