Exploring the Moroccan EFL High School Teachers’ Feedback Practices as a Form of Formative Assessment: Opportunities and Challenges

Nabil EL OUARDI, Sana Sakale
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Abstract

This paper aims to explore the extent to which Moroccan EFL secondary school teachers use feedback as a form of formative assessment. It also aims at identifying the main challenges that render such practice difficult. Feedback is crucially important in the learning-teaching process. It is considered a key strategy of formative assessment. Despite the existence of several studies that recommend the use of formative assessment, it has not been properly addressed by research in the Moroccan educational system. Thus, exploring the Moroccan EFL teachers’ feedback practice can provide a clear picture of the opportunities and challenges of its implementation in the Moroccan context. The study follows a quantitative research design in which data were collected from 100 EFL secondary school teachers through questionnaires. Results revealed that the majority of teachers implement feedback as a formative tool to assess their students. However, they reported that workload, lack of time, and school regulations are the main obstacles which render formative feedback practices challenging. The findings will benefit policy makers, practitioners, researchers, and teacher trainers as well.
摩洛哥高中英语教师反馈实践作为形成性评价的一种形式:机遇与挑战
本文旨在探讨摩洛哥英语中学教师使用反馈作为形成性评估的程度。它还旨在确定使这种做法变得困难的主要挑战。反馈在教与学的过程中至关重要。它被认为是形成性评价的关键策略。尽管有几项研究建议使用形成性评价,但摩洛哥教育系统的研究并未妥善处理这一问题。因此,探讨摩洛哥英语教师的反馈实践可以为其在摩洛哥语境中实施的机遇和挑战提供一个清晰的图景。本研究采用定量研究设计,通过问卷调查的方式收集了100名英语中学教师的数据。结果显示,大多数教师将反馈作为评估学生的形成性工具。然而,他们报告说,工作量、缺乏时间和学校规定是使形成性反馈实践具有挑战性的主要障碍。研究结果也将使决策者、从业人员、研究人员和教师培训人员受益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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