The use and value of assessment for learning (AfL) strategies as perceived by EFL instructors at a public university in Türkiye

Abstract

This study investigated EFL instructors’ self-perceived use and value of Assessment for Learning (AfL) strategies at a public university in Türkiye. It also examined whether EFL instructors’ perceptions varied based on their demographics as well as whether there was a difference between their perceptions as to the use of Assessment for Learning strategies and the value they attribute to these strategies. For this cross- sectional single-site survey, the quantitative data were collected from 114 EFL instructors through a questionnaire. The findings showed that while Questioning and Classroom Discussion, and Teacher Feedback were the most valued and frequently used Assessment for Learning strategies, Communicating Learning and Criteria and Peer and Self-Assessment were the least valued and used strategies. The results also indicated an incongruence between EFL instructors’ value and use of Assessment for Learning strategies. A closer view of the discrepancies revealed the largest gap for Peer and Self-Assessment strategies, which suggests that although EFL instructors attach them high degrees of importance, they demonstrate limited in-class implementation of Peer and Self-Assessment strategies. Finally, it was found in this study that age, years of teaching experience and field of graduate degree were significant factors in instructors’ use and/or value of Assessment for Learning strategies, whilst gender, field of undergraduate degree and assessment-related training were not revealed as significant factors.