Exploring the Moroccan EFL High School Teachers’ Feedback Practices as a Form of Formative Assessment: Opportunities and Challenges
Description
This paper aims to explore the extent to which Moroccan EFL secondary school teachers use feedback as a form of formativeassessment. It also aims at identifying the main challenges that render such practice difficult. Feedback is crucially important inthe learning-teaching process. It is considered a key strategy of formative assessment. Despite the existence of several studiesthat recommend the use of formative assessment, it has not been properly addressed by research in the Moroccan educationalsystem. Thus, exploring the Moroccan EFL teachers’ feedback practice can provide a clear picture of the opportunities andchallenges of its implementation in the Moroccan context. The study follows a quantitative research design in which data werecollected from 100 EFL secondary school teachers through questionnaires. Results revealed that the majority of teachersimplement feedback as a formative tool to assess their students. However, they reported that workload, lack of time, and schoolregulations are the main obstacles which render formative feedback practices challenging. The findings will benefit policymakers, practitioners, researchers, and teacher trainers as well (PDF) Exploring the Moroccan EFL High School Teachers’ Feedback Practices as a Form of Formative Assessment: Opportunities and Challenges. Available from: https://www.researchgate.net/publication/373357298_Exploring_the_Moroccan_EFL_High_School_Teachers'_Feedback_Practices_as_a_Form_of_Formative_Assessment_Opportunities_and_Challenges#fullTextFileContent [accessed Feb 17 2024].