مجلة العلوم وافاق المعارف
Volume 5, Numéro 1, Pages 91-106
2025-06-30

Algerian Teachers’ Perceptions Of Learning-oriented Assessment: Challenges And Insights Post-integrated Content And Language Professional Development Program



Authors : Tihal Wafia .

Abstract

The goal of this small-scale exploratory study is to investigate how Algerian teachers perceive their teaching practices after completing the rigorous six-month Integrated Content and Language (ICL) professional development program. It is also an attempt to explore the challenges encountered with the adoption of Learning-Oriented Assessment approach (LOA) in Higher Education. A Google form questionnaire was used to yield qualitative data. The findings reveal that most participants have introduced learning-oriented assessment into their teaching practices and have observed that students benefit from it. However, they unanimously agree that it presents challenges, that are grouped into three categories: a- resistance to changes characterized by total refusal to switch from traditional assessment methods to LOA, b- time constraints as the implementation of LOA requires more time for planning, and providing feedback and c- difficulty in designing a rubric for assessment. The study calls for conducting further research given that the implementation of LOA is still in progress, and it is premature to form definitive conclusions at this stage.

Keywords

Integrated Content and Language ; learning-oriented Assessment ; Professional Development

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