EFL Instructors' Perceptions and Practices of Learning-Oriented Assessment (LOA) Principles in King Abdulaziz University

Abstract

The aim of this quantitative study was to investigate English as a Foreign Language (EFL) instructors' perceptions, practices, and perceived challenges of Learning-oriented Assessment (LOA). The study was conducted at the English Language (ELI) Institute of King Abdulaziz University (KAU), and it involved 34 instructors from the institute. To reach the study's objectives, the researcher used the Teacher Learning-oriented Assessment Questionnaire (TLOAQ) in the form of an online survey to collect responses from the participants. Based on the results, the instructors were generally familiar with LOA concepts, and they tended to practice most of its principles to a very high degree. However, there were parts of LOA that were implemented less than the others, such as peer-assessment and the provision of authentic tasks. As for the challenges, large classroom sizes, top-down policies, and lack of training were among the issues that scored highly. The findings generally have positive implications; however, they also imply that there should be improvements made to training programs and top-down policies to promote the implementation of strategies such as peer-assessment and authentic tasks.