English as a Foreign Language Teachers’ Attitudes towards the Use of Performance-based Assessment in the Algerian Middle Schools

Abstract

The practice of the performance Based Assessment (PBA) has recently attracted considerable interest in education literature. This authentic assessment became a legitimate alternative to traditional practices due to its focus on the learner’s ability to apply his/her knowledge and skills to real life simulations. Hence, this study seeks, first; to identify the extent to which Algerian EFL teachers of middle schools use the PBA tasks imposed by the ministry of education. Further; to capture their perceptions, practices, and attitudes towards the effectiveness of using the PBA tools as well as to investigate the problems and challenges facing language assessment in the Algerian context.

This study investigated a sample of 75 Algerian EFL middle school teachers’ perceptions, practices and attitudes towards the effectiveness of using PBA, using as research tools, a questionnaire. The findings indicate that Algerian EFL middle school teachers lack profound knowledge about assessment in general and PBA specifically. It also revealed that most middle school teachers have some difficulties in implementing PBA tasks.

Therefore; recommendations were offered in light of these findings. It recommends for more interest towards teacher training and preparation in assessment as well as for further consideration towards the effective use of PBA in assessing EFL students’ language proficiency.