Algerian EFL Teachers’ Perceptions of Assessment in Higher Education

Abstract

This study explores Algerian EFL teachers’ perceptions of assessment in higher education and examines how these perceptions impact their teaching strategies. Using a mixed research design, data were collected from a diverse sample of EFL teachers across various Algerian universities through a semi-structured survey. The findings reveal a range of perspectives on assessment, highlighting a tension between traditional and alternative assessment methods. The study also identifies several challenges that EFL teachers face in implementing effective assessment practices. These include large class sizes, time and resource constraints besides assessment overload and technology-related challenges.