Journal Article

Assessing Middle School Learners in English

Ogab, Khadidja

2025

Overview

Purpose: To examine how Algerian middle-school learners and their English teachers perceive summative assessment, with attention to exam transparency, preparation, fairness, and test-related anxiety. Design/methodology/approach: A descriptive cross-sectional survey was administered to students (N = 100) and teachers (N = 4) in a public middle school. Instruments used three-point Likert items. Data were analyzed with descriptive statistics. Findings: Students reported valuing clear expectations and timely feedback while also expressing anxiety and uncertainty about grading criteria. Teachers emphasised workload, time constraints for feedback, and the need for stronger alignment between instruction and testing. Results are descriptive and do not test statistical associations. Practical implications: Clarifying assessment formats and rubrics in advance, combining summative exams with formative feedback, and supporting test preparation routines may mitigate anxiety and improve perceived fairness. Limitations: Single-site, convenience sampling and self-reported perceptions reduce generalisability; three-point scales may limit variance. Originality/value: Provides classroom-based evidence from an under-documented Algerian middle-school EFL context, highlighting actionable levers for everyday assessment practice.

• Publisher: جامعة الجزائر 2 - كلية اللغة العربية وآدابها واللغات الشرقية
• Subject: التحديات التعليمية / التحصيل الأكاديمي / التعليم الجزائري / التنمية المستدامة / متعلمو اللغة الإنجليزية