Chaima BELOUCIF (2024) Exploring Teachers´ and Students´ Perceptions of Assessment Forms Used in Lecturing Case of Master One Students at the Department of English, Mohammed Cherif Messaadia University, Souk Ahras. University of Souk Ahras
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Abstract
ABSTRACT
This study aims to investigate the perceptions of both students and teachers regarding the use of assessment forms in lecturing at the Department of the English Language at Mohamed Cherif Messaadia University in Souk-Ahras. It explores the effectiveness of assessment forms used in lecturing and examines whether teachers give importance to these forms. This exploratory, descriptive research utilized a qualitative and quantitative study to collect data through three instruments: non-participant observation, an in-depth semi-structured interview, and a student questionnaire. Non-participant observation was conducted in the second semester (2024) with a group of Master One English Language students over six sessions during the \"Grammar Teaching\" module, \"Educational Psychology\" and \"Didactics of Literary\" classes, with two sessions per module. Secondly, an in-depth semi-structured interview with five EFL teachers was conducted. Finally, a questionnaire was provided to Master One students. The results indicated that both teachers and students have a positive attitude toward the various assessment forms used in lectures. There is a strong alignment between teachers\' and students\' perceptions, highlighting the effectiveness of the current assessment methods and the significant role of feedback in enhancing the educational experience.
This study aims to investigate the perceptions of both students and teachers regarding the use of assessment forms in lecturing at the Department of the English Language at Mohamed Cherif Messaadia University in Souk-Ahras. It explores the effectiveness of assessment forms used in lecturing and examines whether teachers give importance to these forms. This exploratory, descriptive research utilized a qualitative and quantitative study to collect data through three instruments: non-participant observation, an in-depth semi-structured interview, and a student questionnaire. Non-participant observation was conducted in the second semester (2024) with a group of Master One English Language students over six sessions during the \"Grammar Teaching\" module, \"Educational Psychology\" and \"Didactics of Literary\" classes, with two sessions per module. Secondly, an in-depth semi-structured interview with five EFL teachers was conducted. Finally, a questionnaire was provided to Master One students. The results indicated that both teachers and students have a positive attitude toward the various assessment forms used in lectures. There is a strong alignment between teachers\' and students\' perceptions, highlighting the effectiveness of the current assessment methods and the significant role of feedback in enhancing the educational experience.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5064 |
| Date Deposited | 2024-07-04 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5064 |