Open AccessExploring Pre-Service EFL Teachers’ Perceptions of Assessment in Beninese Secondary Schools
Author(s) -
Jean-Marc Glonfoun
Publication year - 2020
Publication title -
smart moves journal ijellh
Language(s) - English
Resource type - Journals
eISSN - 2582-4406
pISSN - 2582-3574
DOI - 10.24113/ijellh.v8i2.10400
Subject(s) - redress , psychology , perception , set (abstract data type) , service (business) , medical education , pedagogy , mathematics education , medicine , political science , business , computer science , marketing , neuroscience , law , programming language
There are limited resources available as far as pre-service EFL teachers’ views regarding assessment are concerned. Therefore, this study is set out to explore Beninese pre-service EFL teachers’ perspectives on the issue. In this line, 120 pre-service teachers were randomly selected from the 18th promotion of the BAPES/CAPES programme at the Teacher Training School of Porto-Novo (Ecole Normale Supérieure de Porto-Novo). The semi-structured interviews conducted with groups of ten participants were recorded and transcribed using Voice Notes 3.56 (free) set on a TECNO-W3 android cellphone. The data collected demonstrated that there is a gap between assessment theories and practices. Therefore, there is a necessity for all actors involved to work in order to redress the value accorded to assessment and the inherent grades in the Beninese society.