Classroom-based language efficiency assessment: a challenge for EFL teachers

Słowa kluczowe

Language assessment
Teacher assessment
Teachers’ beliefs
Teacher as assessor

Jak cytować

Wach, A. (2012). Classroom-based language efficiency assessment: a challenge for EFL teachers. Glottodidactica, 39(1), 81–92.


This paper attempts to highlight the significant multidimensional role of teachers of English as a foreign language in conducting language assessment in the process of teaching. The study presented in the article aimed to investigate school and university EFL teachers’ (n=87) beliefs about the place of assessment in their teaching practice and their role as assessors. The findings indicated that classroom assessment, though appreciated by the study participants, posed a major challenge to them.


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