Secondary School EFL Teachers' Awareness for Formative Assessment for Effective Learning

The aim of this study was to examine the extent to which English as a Foreign Language (EFL) teachers in secondary schools were aware of formative assessment for effective learning, and whether this awareness level differed based on their teaching experience. The study used a survey design, collecting both quantitative and qualitative data from 167 participants, and analyzed the data using various statistical and analytical techniques. The results of the study indicated that EFL teachers had limited knowledge of formative assessment and that their practical understanding of the topic had not been addressed in teacher education curriculums or training programs. The study recommends that educational authorities, such as the Ministry of Education (MOE), teacher education institutions, and universities, take steps to promote the practicality of formative assessment in teacher education programs and on-the-job learning initiatives. The findings of this study can also serve as a reference point for further research and interventions to improve the effectiveness of EFL teacher education in different contexts.