Exploring Pre-Service EFL Teachers’ Perceptions of Assessment in Beninese Secondary Schools

Authors

  • Jean-Marc Gnonlonfoun GRI-DiGeST/LARPET/ENSET/UNSTIM-A

DOI:

https://doi.org/10.24113/ijellh.v8i2.10400

Keywords:

Benin, Pre-service EFL Teachers, Perceptions, Assessment.

Abstract

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.

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Published

2020-02-28

How to Cite

Gnonlonfoun, J.-M. (2020). Exploring Pre-Service EFL Teachers’ Perceptions of Assessment in Beninese Secondary Schools. SMART MOVES JOURNAL IJELLH, 8(2), 9. https://doi.org/10.24113/ijellh.v8i2.10400