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p-Index From 2021 - 2026
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All Journal Ethical Lingua: Journal of Language Teaching and Literature JEELS (Journal of English Education and Linguistics Studies)
Murad, Ivan
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media

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Kurdish EFL teachers’ perspectives on assessment at university level: Factors, challenges, and washback Murad, Ivan; Malo, Sanan Shero
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 2 (2025): JEELS November 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i2.6562

Abstract

Assessment constitutes a fundamental component of educational process, shaping teachers’ instructional practices. However, its efficacy largely depends on the way teachers perceive assessment. Thus, this research article investigates Kurdish university-level English as a Foreign Language (EFL) teachers’ perspective on assessment in terms of the factors that influence their choice of assessment methods, their challenges in assessment, and the washback effects of assessment on students’ learning and study habits. Employing a quantitative approach, the study utilized a Likert-scale survey to collect data from a random sample of 75 teachers from 11 public universities in the Kurdistan Region of Iraq. Data were analyzed using the Statistical Package for Social Sciences (SPSS) version 25. The findings revealed several factors influencing teachers’ assessment choices, including strict institutional regulations, large class sizes, and students’ growing reliance on AI tools. The study also found that teachers face numerous challenges, such as detecting AI-generated work, limited access to technological resources, and balancing formative and summative assessments. Moreover, the results indicate that assessment practices generate both positive and negative washback, influencing students’ motivation, effort, and learning approaches. The study highlights the importance of aligning assessment practices with Kurdish EFL higher education principles to promote effective learning outcomes.
University-Level Kurdish EFL Teachers’ Perceptions of Assessment: Purpose, Design and Validity, Reliability, and Practicality Murad, Ivan; Sanan Shero Malo
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.929

Abstract

Within educational systems, assessment is regarded as a central element of the educational process, shaping teaching and learning and guiding instructional practices and learning outcomes. Nonetheless, the impact it makes on the educational process is hugely contingent upon teachers’ perceptions, beliefs, and attitudes regarding assessment practices. This is because the way teachers value assessment determines the way it is used in their classrooms. The current study tries to study the perceptions of university-level Kurdish EFL teachers’ perceptions of assessment in terms of the purposes it serves, the way it is designed, its validity, reliability, and practicality. To achieve this aim, a mixed-method approach is employed, utilizing a survey and semi-structured interviews for data collection. The samples of the study included 110 teachers responding to the survey especially designed to gather quantitative data for the study, and 16 teachers volunteered to be interviewed to provide more in-depth data for the study. A random sampling strategy was followed so that every teacher has a chance to participate in the study. The quantitative data was analyzed using SPSS version 25, whereas a thematic approach was used to analyze the qualitative data following Braun and Clarke’s (2006) six-step framework of analysis. Results revealed that teachers perceive the purpose of assessment as effective and serving multiple purposes. Regarding the design and validity of assessment, their perception was generally positive; however, they see that the design of assessments needs to effectively address a diverse level of students. Positive perceptions were found regarding the reliability of assessment. However, they perceive the grading process as weak and not consistent across teachers. Finally, teachers have positive perceptions of the practicality of assessment.
Co-Authors Malo, Sanan Shero Sanan Shero Malo