A Qualitative Study on EFL Teachers’ Awareness towards the Implementation of Dynamic Assessment
Suhaila Abdulrahman Mohammed Zandi
College of Basic Education, Salahaddin University
Karmand Abdulla Hamad
Faculty of Arts, Soran University
DOI: https://doi.org/10.25130/jls.5.3.24
Keywords: Dynamic Assessment, EFL university teachers, Awareness
Abstract
Dynamic Assessment focuses on understanding learner’s abilities to acquire the skills after being exposed to mediation. The problem is that a large number of teachers affirm that the results of summative assessment are not satisfactory and they do not represent their students’ actual potential. This study endeavors to explore EFL university teachers’ awareness of dynamic assessment (DA), investigating their opinion of DA as well as identifying their implementation of DA in their EFL classes. This qualitative study used semi-structured interviews to obtain the data. The informants were 15 EFL teachers in four universities who were selected by using purposive sampling. The findings of the study indicated that EFL university teachers are unaware of dynamic assessment. It is confirmed that they lack theoretical knowledge of DA. However, the study revealed that teachers’ practical use of DA is limited. Furthermore, the results unveiled that EFL teachers have positive attitudes towards DA.
