Reforming Formative Assessment Techniques: How Successful Are They from EFL Teachers' Perspectives

The formative assessment (FA) in the Foundation Program (FP) accounts for 30% of the students' total grades. The FP's formative assessment practices have been shaped by various factors, including Dhofar University’s (DU) assessment policy, its educational philosophy, the FP's curriculum design, and student-related factors such as engagement and motivation. Since many FP students come from a schooling system that prioritizes grades over feedback, FA has been used as a tool to motivate complacent learners. A byproduct of this technique has been the introduction of an intensive testing cycle, often disguised as formative assessments. This research investigates the perspectives of English as a Foreign Language (EFL) teachers on the new formative assessment approach introduced among the three levels of the FP English course at the Centre for Preparatory Studies (CPS), DU in the Sultanate of Oman. This approach serves as a significant indicator of learning. Additionally, the research addresses the limitations of previous FA practices at CPS. Data was collected in a 3-phase data collection cycle through a pre-session task (n=13 teachers + 50 students), a hands-on focus group session (n=8) to explore qualitative data regarding actual application of the new technique, and a questionnaire (n=29) to obtain quantitative data for further investigation of teachers’ perceptions and evaluation to cross check with implementation. This makes the present study a mixed methods analysis in an exploratory sequential design. Pre Reformed Formative Assessment Techniques (RFAT) confirmed that there were notable defects in the FA practices due to a more summative orientation. Feedback was given on the quizzes that contributed to the final grades instead of on the learning process itself. Although teacher’s perceptions of RFAT were largely positive, their implementation was hindered due to two main factors, lack of conceptual knowledge of formative assessment and the misconception that RFAT is restrictive and depriving of autonomy. This research highlights stress-free assessment systems with formative observation feedback in EFL contexts. It emphasizes mentoring and advising students to enhance performance, aligning with their needs. By enabling teachers to track students’ performance and reducing student anxiety, it also offers innovative, practical strategies for effective teaching and learning.