The Challenges of Implementing English Formative and Summative Assessments in Secondary Schools in the UAE: Perspectives of Teachers and School Leaders
This study addresses the challenges of implementing English language assessments in secondary schools that follow the Ministry of Education (MoE) curriculum in the United Arab Emirates (UAE). Educators often encounter persistent issues that impact the effectiveness of assessments, despite the clear...
محفوظ في:
| المؤلف الرئيسي: | |
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| منشور في: |
2025
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| الوصول للمادة أونلاين: | https://bspace.buid.ac.ae/handle/1234/3390 |
| الوسوم: |
إضافة وسم
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| الملخص: | This study addresses the challenges of implementing English language assessments in secondary schools that follow the Ministry of Education (MoE) curriculum in the United Arab Emirates (UAE). Educators often encounter persistent issues that impact the effectiveness of assessments, despite the clear MoE assessment policy guide and planners. The embedded mixed-methods approach has been adopted in this study, and data were collected through a survey of 36 English teachers and interviews with 18 educators, including English teachers, IT teachers, and school leaders from four private secondary schools in Al Ain city. The results indicated that educators face several challenges, including time constraints, workload, large class sizes, student proficiency gaps, and persistent technical issues. Despite teachers' showing strong assessment literacy, these challenges hinder the effectiveness of assessment implementation. Also, a gap between formative and summative assessments was identified. Summative assessments are often given more importance, which may increase student anxiety and lead teachers to focus more on reading and writing skills. Recommendations include providing hands-on training focused on differentiated assessment strategies, integrating Bloom's Taxonomy, using AI tools for designing and grading assessments, and sharing assessment resources among teachers. It is also recommended that schools collect student feedback after assessments to improve their quality and relevance. The limitations of this study include a limited geographic scope and insufficient time to collect additional data. Despite this, the findings offer useful information about improving English assessment practices across secondary schools in the UAE. Keywords: English language assessment, assessment implementation, UAE education, mixed-methods study, secondary schools |
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