Langues & Cultures
Volume 6, Numéro 3, Pages 232-247
2025-11-18

Refining Assessment Practices In Algerian Teacher Training Institutions: Voices From Former Ensc Efl Teacher Students



Authors : Boudibi Nor-el-houda . Beleulmi Saliha .

Abstract

Assessment practices in teacher preparation institutions such as the ENSC (Ecole Normal Supérieure de Constantine) affect how future teachers understand assessment and prepare for their careers. However, little research has captured the voices of graduates about their experience in this regard. This exploratory study aims to gather the perspectives of former ENSC students on the effectiveness of assessment methods, the challenges they encountered, and their suggestions to improve assessment at their training institution and similar settings. Through a qualitative analysis of semi-structured interviews with thirty in-service middle school and secondary school teachers, the study uncovers different viewpoints. While many participants critiqued the overreliance on summative assessments, others acknowledged their objectivity and effectiveness. Participants also emphasized the need for more formative approaches to assessment and actionable feedback. This research calls for maintaining meaningful contact with graduates, recognizing the importance of their overlooked insights to inform and enhance assessment practices in teacher education.

Keywords

assessment ; ENSC ; graduates ; perspectives ; policy-makers

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