Investigating the assessment approaches of EFL teachers in a private school in Ankara: Impact of teaching experience

Date

2025-9-25

Author

Çetin, Gözdenur

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The main purposes of the current study are to investigate the assessment approaches of in-service EFL teachers working at a private school in Ankara, to examine how teaching experience affects their assessment orientations, and to explore how these teachers perceive classroom assessment and reflect on their practices. The study employs a case study design with an embedded mixed methods approach. 18 teachers took part in the study, and the data were collected through an adapted version of Approaches to Classroom Assessment Inventory (ACAI) and semi-structured interviews. In-service teachers’ assessment approaches were identified based on the 4 key domains of the ACAI framework (DeLuca et. al, 2016), namely assessment purpose, assessment process, assessment fairness and assessment theory. Quantitative data were analyzed through descriptive analysis, and qualitative data were analyzed through the inductive analysis approach. Quantitative findings revealed that the assessment for learning approach (AfL) in the assessment purpose theme, the design approach in the assessment process theme and the consistent theory approach in the assessment theory theme received the highest level of support from the participants. Support for the assessment fairness approaches was relatively low across all scenarios. In addition, moderately experienced teachers showed higher support for most assessment themes compared to their more experienced colleagues. Qualitative data revealed that the participants viewed assessment as a tool to keep a record of student progress, guide instructional activities and support learning. Considering these findings, the study hopes to draw attention to aspects which may inform professional development activities and programs and institutional policies.

Subject Keywords

In-service EFL teachers, Classroom assessment, Assessment approaches, Teaching experience

URI

https://hdl.handle.net/11511/116132

Collections

Graduate School of Social Sciences, Thesis