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The study aims at investigating the extent of using modern assessment strategies and tools by JordanianTeachers of English Language in an EFL context, for it is an integral component of the teaching and learning process.Gender, experience and qualifications were taken into account as variables of the study, which was limited to teachersof English in an EFL context for the academic year 2018/2019.A random sample of 43 teachers from Irbid firstgovernorate in Jordan was selected. A descriptive analytical method using a five–likert scale as an instrument wasadapted to achieve the goals of the study. The results show that the level of using modern assessment strategies andtools by English teachers to assess students' understanding and enhance their learning ranges between medium andlow but is mostly low. It is noted that the implementation of some items that represent traditional assessment arehigher than the other items. The final results indicate that teachers tend to use traditional assessment strategies fordifferent reasons presented in the discussion. Moreover, the results show that there are no statistically significantdifferences (α = 0.05) due to gender, experience, or qualifications.Keywords: Assessment strategies, EFL context, traditional assessment strategies, modern assessment strategies

The Extent of Using Modern Assessment Strategies and Tools by Teachers of English Language in an EFL Context