University teachers’ underlying assumptions about assessment in English as a foreign language context in Ethiopia

Abstract

This study investigated EFL teachers’ underlying assumptions about assessment and how these assumptions are congruent with current perspectives in assessment. Informed by interpretivist philosophical underpinnings, the study adopted qualitative research approach. Nine teachers from three universities located in western Ethiopia participated in the semi-structured interviews, and the data were analyzed using thematic and content analysis approaches. Generally, the findings revealed complexity and diversity in teachers’ assumptions, which centered on four emergent themes: knowledge/content, valid approach to assessing knowledge, values and judgements, and power relations. Most of the teachers’ assumptions are contradictory with current perspectives and the expectations of the recent reforms on classroom assessment. A few modernist assumptions that teachers held even could not always translate into practice, suggesting the influences of contextual and institutional factors that should be further studied. The need to help EFL teachers develop contemporary assumptions in foreign language assessment is the primary implication of the study. Findings of this study can be considered as one of the necessary steps towards developing a new measure of assumptions about assessment that can be used to assess the underlying assumptions embedded in EFL teachers views and practices of assessment.

Keywords:

• assessment
• assumptions
• EFL teachers’ assumptions about assessment
• traditional and alternative assessment
• university teachers

REVIEWING EDITOR:

• Timo Ehmke, Department of Education, Leuphana University of Lüneburg: Leuphana Universitat Luneburg, Germany

SUBJECTS:

• Testing, Measurement and Assessment
• Assessment & Testing
• Assessment
• Teachers & Teacher Education
• Classroom Practice
• Continuing Professional Development Higher Education
• Education - Social Sciences
• Language & Linguistics
• Language Teaching & Learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Dagim Endale

Dagim Endale is a PhD student in TEFL at Haramaya University. Among his research interests are assessment in ELT context, emphasizing EFL teachers’ assessment literacy, and teaching and learning of language skills.

Adinew Tadesse

Adinew Tadesse (Ph.D.) is an associate professor in ELT at Haramaya University. His research interests include teacher education policy and practice, language assessment, issues in EAP/ESP, practicum, and reflective teaching. He is research advisor for EFL students and actively engages in thesis and dissertation examinations in different Ethiopian universities.

Abera Admasu

Abera Admasu (Ph.D.) is an assistant professor in Applied Linguistics at Haramaya University. His research areas include advisor-advisee power relationship in research work, language learning in multicultural settings, and EL teachers’ preparation and practicum.

Alemayehu Getachew

Alemayehu Getachew (Ph.D.) is an assistant professor in TEFL at Haramaya University. His teaching and research areas include academic writing, active language learning strategies, and assessment and evaluation.