The Current Trends of Language Skills Assessment in Kurdish EFL Classes at University Level

Abstract

The present study explores the teachers’ assessment practices in their language skills classes at English departments in public universities in Kurdistan Region. More specifically, it aims to identify the assessment purposes teachers have and the assessment methods they employ in their classes. The study adopts a mixed-method approach, incorporating quantitative and qualitative data collection tools. The quantitative data was gathered through a questionnaire administered to 80 EFL teachers. For the qualitative data, in-depth interviews were conducted with 10 teachers. Additionally, document analysis of the teachers’ coursebooks was performed to triangulate the findings. The results showed that while teachers recognize the value of formative assessments for improving learning and identifying student needs, the strong emphasis on summative methods limits the full potential of these formative practices. Thus, the study recommends revisiting assessment policies to establish reforms so that teachers can implement a balanced approach that values both formative and summative assessment practices.