Efl Teachers Multiple Assessment Practices The Case Of Three Government Secondary Schools In Addis Ababa

The main objective of this thesis was to describe and portray EFL teachers’ classroomrnassessment practices in three government secondary schools in Addis Ababa. A total of 29 EFLrnteachers and 330 students participated in this case study. The study adopted a range of datarncollection methods including: classroom observation, teacher interview, document analysis,rnstudent focus group discussion and questionnaire. The research has addressed three mainrnquestions. These were how secondary school EFL teachers assess their students; what aspects ofrnlearning they assess; and for what specific purposes they use multiple classroom assessments.rnThe main findings of the study are categorized in relation to these research questions. Regardingrnthe first research question, the study found that sample EFL teachers frequently practiced lessrnbeneficial informal assessment actions such as, asking display oral questions, correcting andrnjudging rather than more beneficial ones like observing process and metacognitive questioning.rnTheir informal assessments also lacked student engagement. Moreover, formal assessments werernnot frequently administered in the sample schools and such assessments lacked to reflect anrnintegral part of the material being taught. Both formal and informal classroom assessments alsornlacked to provide various feedback possibilities to students. In relation to the second researchrnquestion, the study found that sample EFL teachers assessed only few non-cognitive factors.rnThey commonly assessed students’ motivation for learning and their personal details. They werernnot fully informed about their students’ learning style preferences, their learning strategies, theirrnself esteem and their classroom social behaviors. They also assessed only students’ lower orderrncognitive skills (particularly their remembering and understanding abilities). In answering thernthird question, the study found that EFL teachers emphasized some formative purposes morernthan others. They mainly employed informal assessments for monitoring, motivating, managingrnbehavior and providing feedback. In addition, they practiced formal assessments for three mainrnpurposes: to determine the final grades for their students; to encourage students to work harder;rnand to prepare students for the national exam. Lastly, the implications of such findings for EFLrnlearning and recommendations are forwarded.

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