How Teaching Experience Shapes EFL Teachers’ Language Assessment Beliefs: A Case Study

This qualitative research explored the beliefs of 30 EFL teachers at a preparatory school regarding their understanding of language assessment, with a focus on whether these beliefs varied based on their teaching experience. To achieve this, teachers were divided into three categories: novice, experienced, and expert, and asked to describe ‘language assessment’ using metaphors. These metaphors, collected through written descriptions, were analyzed and categorized into themes. The identified themes were then compared with insights gathered from semi-structured focus group interviews to examine the influence of teaching experience on teachers’ assessment beliefs. The analysis revealed four main themes: assessment as a summative tool, a formative tool, a tool for washback effect, and a reflection of self-efficacy. The findings were discussed in relation to how teaching experience shapes EFL teachers’ beliefs about language assessment at this foundation university’s preparatory school.