Classroom assessment practices of English language instructors

Meryem Özdemir Yılmazer, Yonca Özkan


Assessment of students is an essential part of instruction in both teaching and learning. With the recognition of alternative assessment methods, classroom assessment has gained attention focusing on learning of students. However, high-stakes testing turns classroom assessment into teachers’ high stakes decisions, ignoring the development of learners. In the context of language teaching at tertiary level, school of foreign languages serves as a gatekeeper by deciding on whether new students are proficient enough to start their professional education. Therefore, these schools impose a proficiency exam whose impact is relatively high-stakes. Thus, this study aims to have a descriptive investigation of the classroom assessment practices of instructors by considering the purpose, methods, and procedures of assessment and compares the context between state and private universities. Based on the quantitative and qualitative data, the results depicted that uniformity regarding classroom assessment practices of the instructors was observed; however, to what extent this uniformity embraces formative assessment practices needs to be further explored. The study also implies instructors’ need for such training that involves theoretical and practical aspects of classroom assessment at both pre-service and in-service level.  


English language learning/teaching; classroom assessment; language assessment; language instructors; formative assessment

Full Text:



Assessment Reform Group (1999). Assessment for learning: Beyond the black box. Cambridge, England: University of Cambridge.

Black, P., and Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7–74.

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36 (2), 81-109.

Carless, D. (2007). Learning-oriented assessment: Conceptual bases and practical implications. Innovations in Education and Teaching International, 44, 57–66.

Cheng, L., Rogers, T. and Hu, H. (2004). ESL/EFL instructors’ classroom assessment practices: Purposes, methods, and procedures. Language Testing, 21(3), 360–389.

Cheng, L., Rogers, W. T., and Wang, X. (2008). Assessment purposes and procedures in ESL/EFL classrooms. Assessment & Evaluation in Higher Education, 33 (1), 9-32. doi: 10.1080/02602930601122555

Davison, C. (2004). The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools. Language Testing, 21(3), 305–334.

Higher Education Institution (2008). Regulation on principles to obey in foreign language education in higher education and teaching in foreign language. Retrieved from:

Leung, C. (2004). Developing formative teacher assessment: Knowledge, practice and change. Language Assessment Quarterly, 1(1), 19–4.

McDowell, L., Wakelin, D., Montgomery, C., and King, S. (2011). Does assessment for learning make a difference? The development of a questionnaire to explore the student response. Assessment & Evaluation in Higher Education, 36 (7), 749-765. doi: 10.1080/02602938.2010.488792

Messick, S. (1996). Validity and washback in language testing. ETS Research Report Series, 1, 1-18.

Morgan, G.A., Leech, N.L., Gloeckner, G.W., and Barrett, K. C. (2011). IBM SPSS for Introductory Statistics. New York: Routledge.

Rea-Dickins, P. (2004). Understanding teachers as agents of assessment. Language Testing, 21(3), 249–258.

Sadler, D.R. (1998). Formative assessment: Revisiting the territory. Assessment & Evaluation in Higher Education, 5 (1), 77–84.

Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29 (7), 4–14.

Teasdale, A., and Leung, C. (2000). Teacher assessment and psychometric theory: A case of paradigm crossing? Language Testing, 17(2), 163–184.

Torrance, H., and Pryor, J. (1998). Investigating formative assessment; teaching, learning and assessment in the classroom. Buckingham: Open University Press.

Torrance, H., and Pryor, J. (2001). Developing formative assessment in the classroom: Using action research to explore and modify theory. British Educational Research Journal, 27(5), 615-631.

Yin, M. (2010). “Understanding classroom language assessment through teacher thinking research.” Language Assessment Quarterly, 7(2), 175-194.


  • There are currently no refbacks.

  Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Journal of Language and Linguistic Studies
ISSN 1305-578X (Online)
Copyright © 2005-2017 by Journal of Language and Linguistic Studies