Classroom Authentic Assessment Strategies and Tools used by English Language Teachers in Jordan

Abstract

The study aimed at investigating the degree of using authentic assessment strategies and tools by English language teachers at Al Korah Directorate of Education in Jordan. The study participants consisted of (39 ) male and female English language teachers chosen randomly. To achieve the objectives of the study, a questionnaire was developed consisted of 28 forms of authentic assessment strategies and tools. The results of the study revealed that the degree of teachers' using authentic assessment strategies and tools was moderate (means 2.65). Results also showed that there were no statistically significant differences in the degree of teachers' using authentic assessment strategies and tools related to gender. Whereas, the results presented that there were statistically significant differences related to the effect of teaching experience in favour of highly experienced teachers and to the effect of the training courses in favour of teachers who had more than 3 training courses. Recommendations were offered in light of the study results.