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Data were collected from 369 randomly selected teachers and analyzed by separating teachers according to assessment-system emphasis on formative versus summative assessment. Factor analysis produced two dimensions: instructional- versus learning-oriented purposes. Learning-oriented purposes, focused on motivating students and assigning grades, showed significant preference over instructional-oriented purposes. Grade-level comparisons revealed no significant differences, suggesting the assessment system may not change teachers’ assessment purposes.",{"@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/english-language-teachers-uses-of-classroom-assessment-research-article/591786/",{"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/english-language-teachers-uses-of-classroom-assessment-research-article/591786.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","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 classroom assessment in this study?","Question",{"text":112,"@type":113},"It targets improving student learning and motivation while supporting effective classroom teaching and learning through suitable assessment outcomes and procedures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are teachers in Oman grouped in the analysis?",{"text":117,"@type":113},"Teachers are grouped into two categories based on the assessment system: grades 7–9 emphasizing formative assessment, and grades 10–11 emphasizing summative assessment.",{"name":119,"@type":110,"acceptedAnswer":120},"What two dimensions of assessment purposes were found?",{"text":121,"@type":113},"Factor analysis revealed instructional-oriented purposes and learning-oriented purposes, with learning-oriented purposes favored in significant differences.","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},591786,1792166577,{"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":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Anatolian Journal of Education No.1  \ne-ISSN: 2547-9652  \nApril 2021 ● Vol. 6,  \n[www.e-aje.net](www.e-aje.net)[ ](www.e-aje.net)pp. 103-108  \nEnglish Language Teachers’ Uses of Classroom Assessment  \nHussain Alkharusi  \nSultan Qaboos University, Oman, [hussein5@squ.edu.om](hussein5@squ.edu.om)  \nThis study aimed at identifying the purposes of using assessment by English language teachers in Oman. Participants were 369 English language teachers randomly selected from all governoratesin Oman. The teachers were categorized into two groups based on the assessment system. The first group consisted of teachers teaching grades 7 to 9 because the assessment system in these grades places more emphasis on formative assessment. The second group consisted of teachers teaching grades 10 and 11 because the assessment system in these grades places more emphasis on summative assessment. A questionnaire was developed and administered to all teachers regarding the purposes of using assessment. A factor analysis of the teachers' responses revealed two dimensions of the assessment purposes: Instructional- versus learning-oriented purposes. Instructional-oriented purposes were related to teachers' use of assessment for evaluating their teaching methods and managing student behavior. Learning-oriented purposes were related to teachers' use of assessment for motivating students to learn and assigning grades for students. There were significant differences on using assessment for instructional-vs-learning-oriented purposes favoring learning-oriented purposes. There were no significant grade level differenceson using assessment for instructional-vs-learning-oriented purposes. These results lead to a conclusion that the assessment system might not have an impact on the purposes for which assessment is used by the teachers.  \nKeywords: classroom assessment, assessment purposes, instruction, learning, English language teachers  \nINTRODUCTION  \nClassroom assessment aims at improving student learning and motivation to learn (Gronlund, 2006) . It has become a tool for improving classroom teaching and learning (Shavelson, Young, Ayala, Brandon, Furtak, Ruiz-Primo, Tomita, & Yin, 2008) . In this regard, Gronlund (2006) suggests that a sound classroom assessment requires a clear conception of all intended learning outcomes of the instruction and a variety of assessment procedures that are relevant to the instruction, adequately sample student performance, and fair to everyone. In addition, a sound assessment requires the specifications of criteria for judging successful performance and timely and detailed feedback to students emphasizing strengths oftheir performance and weaknesses to be corrected (Gronlund, 2006) .  \nTeachers are required to develop classroom assessment that aligns with practices recommended by experts of educational assessment. For example, assessment experts have recommended that students should clearly be informed about the grading procedure in advance and involved in the assessment process; student personal characteristics such as ability, effort, motivation, interest, and neatness of work should not be incorporated into grading due to the lack of objective measurement; a final grade for borderline cases should be determined using additional academic achievement data rather than non-achievement data; and students should be given continuous and informative assessment feedback rather than judgmental feedback about their academic performance (Brookhart, 1994; Gronlund, 2006; Stiggins & Chapuis, 2005) .  \nCitation: Alkharusi, H. (2021) . English Language Teachers’ Uses of Classroom Assessment. Anatolian Journal of  \nEducation, 6(1), 103-108. [https://doi.org/10.29333/aje.2021.618a](https://doi.org/10.29333/aje.2021.618a)  \n104 English Language Teachers’ Uses of Classroom ...  \nMoreover, teachers are encouraged to use more than one assessment method in order to have enough, accurate evidence of student learning (Nitko, 2001) . It is emphasize","cbCain38sherH4Zy","https://ap.wps.com/l/cbCain38sherH4Zy","pdf",219632,"English","# Introduction\n## Classroom assessment goals and requirements\n## Alignment with educational assessment practices\n## Teachers’ purposes for using classroom assessment","[{\"question\":\"What is the main purpose of classroom assessment in this study?\",\"answer\":\"It targets improving student learning and motivation while supporting effective classroom teaching and learning through suitable assessment outcomes and procedures.\"},{\"question\":\"How are teachers in Oman grouped in the analysis?\",\"answer\":\"Teachers are grouped into two categories based on the assessment system: grades 7–9 emphasizing formative assessment, and grades 10–11 emphasizing summative assessment.\"},{\"question\":\"What two dimensions of assessment purposes were found?\",\"answer\":\"Factor analysis revealed instructional-oriented purposes and learning-oriented purposes, with learning-oriented purposes favored in significant differences.\"}]","English Language Teachers’ Uses of Classroom Assessment - Research Article | PDF",1792073203,15]