Quantitative analysis reveals a positive correlation between EFL teachers' perceptions and practices of formative assessment, suggesting better understanding facilitates its use.
Key Points
Teachers perceive formative assessment positively, which aids their classroom instruction and supports student learning.
Results indicate a modest positive correlation (p=.000, rho=.40) between EFL teachers' perceptions and their practices of formative assessment.
Barriers such as time constraints, large class sizes, and a focus on summative assessments hinder effective implementation of formative assessment.
Quantitative research approach utilizing a questionnaire highlights insights into the challenges faced by educators in Moroccan EFL classrooms.