Author Information
Imad Nasr, Al Jinan University, LebanonAbstract
This small-scale qualitative study explores the assessment practices in Arabic language instruction within the International Baccalaureate (IB) Middle Years Programme (MYP), focusing on the balance between formative (Assessment for Learning – AfL) and summative (Assessment of Learning – AoL) approaches. Drawing on literature that emphasizes the evolving purpose of assessment in language learning, the research examines how formative strategies, such as questioning, peer collaboration, and self-assessment, can enhance student engagement, reduce anxiety, and support deeper learning. Semi-structured interviews with teachers of Arabic as a foreign language (Arabic B), classroom observations, and a student interview were conducted to provide a rich, contextual understanding of current practices and perceptions. Findings reveal that while teachers value formative assessment for its role in facilitating feedback and promoting autonomy, institutional pressures tied to grading and reporting often prioritize summative evaluations. This tension hinders the consistent implementation of AfL strategies, despite their pedagogical benefits. Observations demonstrated effective use of interactive techniques; however, a more strategic and policy-aligned integration of formative assessment is needed. The study highlights the importance of professional development and clear assessment frameworks that empower teachers to make informed instructional decisions. Ultimately, the research calls for a more balanced and integrated approach to assessment in MFL and Arabic language classrooms, one that aligns pedagogical intentions with institutional expectations and places student learning and well-being at the centre.
Paper Information
Conference: PCE2025Stream: Assessment Theories & Methodologies
This paper is part of the PCE2025 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Nasr I. (2025) Evaluating Assessment Practices in a Language Teaching Sequence: The Role of Policy and Continuous Review in Enhancing Formative Assessment ISSN: 2758-0962 The Paris Conference on Education 2025: Official Conference Proceedings (pp. 91-104) https://doi.org/10.22492/issn.2758-0962.2025.8
To link to this article: https://doi.org/10.22492/issn.2758-0962.2025.8
Comments
Powered by WP LinkPress