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Teacher interviews and classroom-based tests were used to collect data. Findings indicate teachers adopt a summative orientation when evaluating student performance and hold unclear conceptions about the purpose and implementation of formative assessment, largely attributed to insufficient professional training in language assessment. The paper concludes with recommendations to strengthen teachers’ CBLA literacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessment-orientations-of-state-primary-efl-teachers-in-two-mediterranean-countries/598876/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessment-orientations-of-state-primary-efl-teachers-in-two-mediterranean-countries/598876.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study aims to examine Greek and Cypriot primary EFL teachers’ CBLA practices, knowledge, and skills in the state primary school sector.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the data collected?",{"text":117,"@type":113},"Data were collected through teacher interviews and classroom-based tests.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results show about teachers’ assessment orientations?",{"text":121,"@type":113},"Teachers predominantly use a summative orientation and show unclear ideas about the purpose and implementation of formative assessment, linked to limited professional training in language assessment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598876,1792167636,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Assessment Orientations of State Primary EFL Teachers in Two Mediterranean Countries  \nDina Tsagari1  \n• Many researchers have highlighted the central role that assessment plays in second language (L2) classrooms and have expressed the need for research into classroom-based language assessment (CBLA), an area that is gradually coming into its own in the field of language testing and assessment (e.g., Hasselgreen, 2008; Leung, 2014; Hill & McNamara, 2012; Turner, 2012) . Motivated by the prominence of CBLA in recent discussions, the present study set out to investigate the CBLA practices, knowledge and skills of Greek and Cypriot primary school EFL teachers. The data was collected through teacher interviews and classroom-based tests. The results showed that teachers employ a summative orientation towards evaluating their students’ performance and seem to have unclear ideas about the purposes and implementation of formative assessment, mainly due to lack of professional training in language assessment. The paper concludes with suggestions as to how EFL teachers’CBLA literacy can be enhanced.  \nKeywords: language testing and assessment, classroom-based language assessment, assessment literacy, interviews, classroom-based tests, teacher training  \n1 Department of English Studies, University of Cyprus; [dinatsa@ucy.ac.cy](dinatsa@ucy.ac.cy)  \nUsmeritve državnih osnovnošolskih učiteljev angleščine kot tujega jezika na področju preverjanja/ocenjevanja vdveh mediteranskih državah  \nDina Tsagari  \n• Veliko raziskovalcev poudarja osrednjo vlogo, ki jo ima preverjanje/ ocenjevanje pri učencih drugega jezika (J 2), in potrebo po raziskovanju procesov jezikovnega preverjanja/ocenjevanja v razredu. Preverjanje/Ocenjevanje jezikov v razredni situaciji postopoma pridobiva napomembnosti in postaja področje raziskovanja v sklopu preverjanja inocenjevanja jezikov (npr. Hasselgreen, 2008; Leung, 2014; Hill & McNamara, 2012; Turner, 2012) . Zaradi pogostih razprav o pomembnostipreverjanja/ocenjevanja jezikov v razredu smo v raziskavi skušali ugotoviti, kako se to izvaja v praksi, koliko vedenja ter katere zmožnosti imajo grški in ciprski osnovnošolski učitelji angleščine kot tujega jezika na tempodročju. Podatki so bili zbrani s pomočjo intervjujev učiteljev in testiranjem v razredih. Izsledki kažejo, da učitelji pri evalviranju dosežkovučencev uporabljajo sumativni pristop ter da nimajo jasne predstave onamenu in načinu izvajanja formativnega ocenjevanja – vzrok je predvsem v pomanjkljivem strokovnem spopolnjevanju na področju preverjanja/ocenjevanja jezikov. V sklepnem delu so podani predlogi, kako bi lahko pri učiteljih angleščine kot tujega jezika izboljšali pismenost na področju preverjanja/ocenjevanja jezikov v razredu.  \nKljučne besede: ocenjevanje in preverjanje znanja, preverjanje/ ocenjevanje jezikov v razredu, pismenost na področju preverjanja/ ocenjevanja znanja in zmožnosti, intervjuji, testiranje v razredu, spopolnjevanje učiteljev  \nIntroduction  \nAssessment constitutes an important aspect of teachers’ daily practice in the broad field of English language teaching (ELT) programmes worldwide. Classroom-based language assessment (CBLA), in particular, plays a central role in language teaching and learning and requires considerable time, knowledge and skills to be successfully implemented (Cheng, Rogers, & Wang, 2008; Leung, 2014) . Given its importance, CBLA is not to be neglected or taken for granted. Its effectiveness should become the driving force for every teacher who seeks to maximise student performance, maintain and/or increase student interest. Teachers must therefore be alert to situations in which opportunities for assessment appear, and must prepare efficiently for their CBLA activities.  \nAlthough the field of language testing and assessment (LTA) has recognised the importance of CBLA, language teachers are very often found to beinsufficiently prepared for their assessment tasks and lack basic CBLA knowledge (Fulcher, 201","cbCaih3R4wvZQLD3","https://ap.wps.com/l/cbCaih3R4wvZQLD3","pdf",199373,22,"English","# Introduction\n# Literature Review\n# Assessment Orientations and Findings\n# Conclusions and Recommendations","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to examine Greek and Cypriot primary EFL teachers’ CBLA practices, knowledge, and skills in the state primary school sector.\"},{\"question\":\"How were the data collected?\",\"answer\":\"Data were collected through teacher interviews and classroom-based tests.\"},{\"question\":\"What did the results show about teachers’ assessment orientations?\",\"answer\":\"Teachers predominantly use a summative orientation and show unclear ideas about the purpose and implementation of formative assessment, linked to limited professional training in language assessment.\"}]","Assessment Orientations of State Primary EFL Teachers in Two Mediterranean Countries | PDF",1792087765,55]