Abstract:
This study aimed to explore assessment assumptions, practices and challenges in the enactment
of communicative English language skills course in Ethiopian universities. To this end, a mixed
methods research design was employed, and data were collected from EFL instructors and firstyear undergraduate students through questionnaires, interviews and documents. The quantitative
data were analyzed through descriptive and inferential statistics whereas thematic and content
analysis approaches were applied for the qualitative data. The findings revealed that EFL
instructors conducted assessments mainly for accountability purposes and relied on some
particular conventional assessment methods to realize this. In addition, although instructors
used both written and oral feedback modes frequently, they were found to be the sole source of
feedback. These feedbacks often focused on verifying and directly providing correct answers
than on scaffolding learners to generate by themselves. The findings also showed that students
were highly traditionalists in their assumptions. On the other hand, although EFL instructors
seem to hold mixed assumptions (progressive and traditional), most of their assumptions were
those underlying traditional assessment approaches. The few alternativist assumptions held by
EFL instructors often did not translate into practice due to various external factors such as the
established assessment system, students’ language proficiency and overall competence, large
class size, and workload. The study suggests the importance of ensuring that the assessment
practices in the target course are aligned with the current assessment developments so that
students’ English language learning is more supported. Changing EFL instructors’ and students assumptions about assessment and working on barriers that hinder interpreting assumptions into
practice are also the other implications of the study.
