DIGILEC Revista Internacional de Lenguas y Culturas
Digilec 12 (2025), pp. 90-106
Fecha de recepción: 27/01/2025
Fecha de aceptación: 07/07/2025
DOI: https://doi.org/10.17979/digilec.2025.12.11680
e-ISSN: 2386-6691
BRIDGING THE GAP: CHALLENGES AND OPPORTUNITIES IN
IMPLEMENTING FORMATIVE ASSESSMENT IN EFL
CLASSROOMS IN ARABIC-SPEAKING SCHOOLS
CERRANDO LA BRECHA: DESAFÍOS Y OPORTUNIDADES EN LA
IMPLEMENTACIÓN DE LA EVALUACIÓN FORMATIVA EN AULAS
DE INGLÉS COMO LENGUA EXTRANJERA EN ESCUELAS DE
HABLA ÁRABE
Reem QADURA MASSRI
University of Córdoba / Sakhnin College, Israel
Orcid: https://orcid.org/0009-0001-6987-2240
Abstract
Formative assessment serves as a vital guide for teachers and students, supporting
progress through continuous adjustments during learning. Unlike summative assessments
that measure outcomes at the end, it emphasizes growth, understanding, and deeper
engagement. However, its implementation in EFL classrooms in Arab schools in Israel
poses significant challenges. To explore these challenges, this study employed a
qualitative exploratory design, using a validated open-ended questionnaire to collect rich,
detailed data from 20 Arab female English teachers with 5 to 33 years of experience in
northernIsrael.
This approach allowed teachers to express their perceptions and experiences with
formative assessment strategies, capturing the complex personal and contextual factors
that shape practice. The findings revealed varied attitudes toward different formative
strategies. Sharing learning aims and questioning were seen as effective and feasible,
while self-assessment and peer assessment were limited by insufficient class time and
lack of student readiness. Providing meaningful feedback was identified as the most
difficult due to large class sizes and the pressure of a summative-focused curriculum.
Veteran teachers found it challenging to shift from traditional routines, whereas newer
teachers, although more open to innovation, struggled with classroom management.
The study underscores the need for professional development to enhance teachers’ skills
in formative assessment and calls for systemic curriculum reforms that prioritize
formative, student-centered learning. Collaboration among policymakers, school leaders,
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and educators is essential to create supportive environments that enable successful
implementation of formative assessment in EFL classrooms.
Keywords: Formative assessment strategies; EFL classrooms; challenges; Arab teachers
Resumen
La evaluación formativa sirve como una guía fundamental para docentes y estudiantes,
apoyando el progreso mediante ajustes continuos durante el proceso de aprendizaje. A
diferencia de las evaluaciones sumativas que miden los resultados al final, la evaluación
formativa enfatiza el crecimiento, la comprensión y una participación más profunda. Sin
embargo, su implementación en aulas de inglés como lengua extranjera (EFL) en escuelas
árabes de Israel presenta desafíos significativos.
Para explorar estos desafíos, este estudio empleó un diseño cualitativo exploratorio,
utilizando un cuestionario abierto validado para recopilar datos ricos y detallados de 20
profesoras árabes de inglés con entre 5 y 33 años de experiencia en el norte de Israel.
Este enfoque permitió a las docentes expresar sus percepciones y experiencias con
estrategias de evaluación formativa, capturando los complejos factores personales y
contextuales que moldean su práctica. Los hallazgos revelaron actitudes diversas hacia
distintas estrategias formativas. Compartir objetivos de aprendizaje y formular preguntas
se consideraron eficaces y viables, mientras que la autoevaluación y la evaluación entre
pares estuvieron limitadas por el escaso tiempo de clase y la falta de preparación del
alumnado. Proporcionar retroalimentación significativa fue identificado como el mayor
desafío debido al tamaño elevado de las clases y la presión de un currículo centrado en la
evaluación sumativa. Las docentes veteranas encontraron difícil alejarse de las rutinas
tradicionales, mientras que las docentes más nuevas, aunque más abiertas a la innovación,
enfrentaron dificultades en la gestión del aula.
El estudio destaca la necesidad de desarrollo profesional para mejorar las competencias
del profesorado en evaluación formativa y hace un llamado a reformas curriculares
sistémicas que prioricen un aprendizaje formativo centrado en el estudiante. La
colaboración entre responsables políticos, directivos escolares y docentes es esencial para
crear entornos de apoyo que permitan una implementación exitosa de la evaluación
formativa en aulas de EFL.
Palabras clave: Estrategias de evaluación formativa; aulas de EFL; desafios; docentes
árabes
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1. INTRODUCTION
Formative assessment (FA) has emerged as a critical component of English as a
Foreign Language (EFL) teaching due to its ongoing nature and capacity to provide
meaningful guidance throughout the learning process (Daghighi, 2023). The modern EFL
educational landscape demands assessment methods that extend beyond conventional
linguistic measurement (Monib et al., 2020). Unlike traditional summative assessments,
which focus solely on evaluating final outcomes, FA offers continuous insights that assist
both educators and students in understanding and enhancing language learning (Hamdi,
2023).
This approach aligns with broader trends in language education that emphasize
communication and student empowerment. By reimagining assessment as a collaborative
process, students transition from passive participants to active contributors to their
linguistic development (Fine, 2022). Additionally, FA fosters an adaptive learning
environment that supports ongoing growth and allows for real-time instructional
adjustments, ultimately enhancing teaching and learning outcomes (Khursheed & Shahid,
2023; Rouben et al., 2023).
1.1. Statement of the problem
The implementation of formative assessment strategies (FAS) by Arab Israeli EFL
instructors encounters numerous challenges. Despite its recognized benefits, FA is often
neglected or underutilized in EFL classrooms. Some educators find FA challenging due
to its time-intensive nature and the complexity of aligning various strategies, tools, and
techniques with specific learning objectives (De Vries et al., 2024). Consequently, EFL
instructors frequently rely on summative assessment for grading purposes, sidelining
FA’s potential for fostering deeper learning (Ydesen et al., 2023).
In countries like Israel, centralized educational systems further complicate the
adoption of FA by enforcing rigid structures and rules, which limit teachers’ ability to
adapt (Harrison et al., 2015). These challenges include variations in the instructors’
willingness to adopt such strategies and their limited experience in integrating them into
classroom activities and interactions (López-Hernández, et al., 2023).
This study addresses these challenges by examining the barriers to implementing
FA in EFL teaching and exploring potential solutions. Specifically, it seeks to explore the
challenges and issues associated with conducting FA in Arab Israeli EFL classrooms.
Additionally, it aims to identify the specific needs of Arab teachers that could support
them in implementing FA more effectively and fill the knowledge gap in this critical area,
while advocating for integrating FA as a core element of EFL instruction.
1.2. Purpose of the study
The study aims to achieve the following objectives:
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1. To determine the kind of challenges that EFL instructors face in conducting FA
in Arab schools in Israel.
2. To determine what kind of support teachers need from their perspective as
practitioners in the field.
The significance of this study stems from the growing global focus on FA in EFL
teaching. It aims to identify and analyse the challenges Arab Israeli EFL teachers
encounter while implementing FA and the reasons for its limited use in Arab schools, a
topic previously unexplored in research. Additionally, this study seeks to bridge the
knowledge gap in this area and highlights teachers' perspectives on their needs to facilitate
the more effective implementation of FA.
2. LITERATURE REVIEW
2.1. Formative vs. Summative Assessment
FA is a continuous, interactive evaluation process that provides real-time feedback
to both students and teachers throughout the learning journey. Originally introduced by
Scriven (1967) and further developed by Bloom and colleagues (1968, 1971), FA focuses
on small learning units and aims to improve—not just evaluate—the teaching-learning
process.
A key distinction of FA lies in its collaborative nature. As Al Khatib (2020)
explains, FA functions as a partnership between teachers and students, where both parties
actively engage in modifying learning strategies for continuous improvement. This
approach helps identify comprehension gaps, enables personalized learning experiences,
and ensures the educational process remains responsive to individual needs. Kulasegaram
and Rangachari (2018) further note that FA goes beyond content mastery to reshape
students’ attitudes and encourage personal growth, making it a vital component of
educational development.
In contrast to FA, summative assessment serves a different purpose. Typically
conducted at the end of a unit or academic period, summative assessments evaluate
overall student achievement and content mastery (Kibble, 2017). These assessments,
which include final exams, standardized tests, and culminating projects, are often high-
stakes and significantly impact final grades (Houston & Thompson, 2017). While FA
provides ongoing guidance and opportunities for adjustment, summative assessment
offers a comprehensive measure of learning outcomes at specific endpoints.
2.2. What makes exploring teachers’ perspectives on formative assessment
essential for understanding its implementation?
Teachers’ perceptions of FA play a pivotal role in its successful implementation
and effectiveness in improving student outcomes. Educators’ understanding and beliefs
about formative assessment influence how they design, execute, and interpret these
practices in their classrooms. When teachers view FA as a tool for enhancing student
learning rather than merely a monitoring mechanism, they are more likely to integrate it
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effectively into their teaching strategies. For example, Khursheed & Shahid (2023)
highlights that positive teacher attitudes toward FA are crucial for fostering student
engagement and tailoring instruction to meet diverse learning needs. Moreover, teacher
perceptions significantly impact the quality of feedback provided, which is a cornerstone
of FA practices (Vuegen et al., 2021).
However, challenges arise when teachers hold misconceptions about FA or lack
confidence in their ability to apply it effectively. Studies indicate that teachers may
perceive FA as an additional workload rather than an integral part of teaching and learning
(Yan et al., 2022). This perception can lead to superficial implementation, where
formative practices are reduced to checklist-style evaluations rather than meaningful
engagements with students' learning processes. Thus, professional development and
training tailored to reshape teachers' perceptions are essential. Training helps educators
appreciate the value of FA in fostering a dynamic learning environment and equips them
with practical strategies to overcome implementation barriers (Bibi et al., 2024).
Cultivating positive perceptions among teachers is, therefore, foundational to the success
of formative assessment in achieving its pedagogical goals.
3. METHODOLOGY
3.1. Instrument
This qualitative study utilized an open-ended questionnaire as its primary
instrument, allowing teachers to provide detailed and unrestricted responses. The
questionnaire included five core questions addressing key themes of formative
assessment, along with an additional question inviting teachers to suggest ways to
improve the implementation of formative assessment strategies. Its design was informed
by a comprehensive review of existing formative assessment frameworks and
instruments, including the works of Black and Wiliam (1998), Stiggins (2005), and
Brookhart et al. (2008). Although these sources are from earlier foundational studies, they
continue to be highly relevant and widely cited in current educational research and
practice, providing a strong theoretical basis for the questionnaire items. To ensure the
instrument’s validity and relevance, a rigorous Delphi committee process was applied,
involving a panel of international experts who provided structured feedback over multiple
rounds. Each round focused on evaluating the clarity, relevance, and alignment of the
questionnaire items with the study’s objectives.
Based on the experts’ input, iterative revisions were made to refine and finalize the
instrument. The Delphi validation method not only enhanced the precision and
applicability of the questionnaire items but also confirmed the instrument’s effectiveness
in capturing the intended constructs, thereby significantly bolstering its credibility and
robustness for use in this study.
The themes in the questionnaire related to the five formative assessment strategies
applied in the EFL classrooms of the teachers who participated in this study were: sharing
learning aims, questioning, self-assessment, peer assessment and feedback, in addition to
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a question inviting teachers to propose suggestions for improving the implementation of
FAS, as shown in the open-ended questionnaire: “Teachers’ Perspective on the
Challenges of the Application of FAS in their Classroom”:
a. Sharing Learning Aims: What are the primary challenges you encounter
when trying to integrate sharing learning aims classes?
b. Questioning: What are the primary challenges you encounter when trying
to integrate questioning into classes?
c. Self-Assessment: What are the primary challenges you encounter when
trying to integrate self-assessment into classes?
d. Peer Assessment: What are the primary challenges you encounter when
trying to integrate peer- assessment into classes?
e. Feedback: What are the primary challenges you encounter when trying to
integrate feedback into classes?
f. What kind of support or resources would make it easier for you to implement
FA effectively in your classroom?
3.2. Participants
This study collected data from 20 Arab female English language teachers in
northern Israel, representing various school levels, including elementary, junior high, and
high school. The participants were drawn from different regions in northern Israel. To
maintain anonymity, each teacher was assigned a number from 1 to 20. Their ages range
from 22 to 56, and their teaching experience spans 5 to 33 years (see Table 1).
Table 1
Participants’ Years of Experience in Teaching English
Participant
Years of
Experience
Participant
Years of
Experience
1
7
11
26
2
13
12
18
3
9
13
10
4
20
14
19
5
17
15
5
6
22
16
15
7
30
17
33
8
11
18
23
9
22
19
9
10
6
20
12
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3.3. Data analysis
The qualitative data gathered from the open-ended questionnaire completed by
English teachers at various school levels were analysed by using descriptive and content
analysis (Ültay et al., 2021). This analysis aimed to examine teachers’ views on how FAs
influence students’ motivation and performance in EFL classrooms. Content analysis, a
qualitative research method for drawing reliable and valid conclusions from textual or
contextual materials (Krippendorff, 2018), was employed to interpret the responses,
highlighting recurring themes, patterns, and meanings. This approach enabled the
researcher to organise qualitative data into categories of similar responses, uncovering
key trends and insights from the participants’ perspectives. The analysis process began
with the researcher immersing herself in the data by carefully reviewing the responses to
grasp their overall meaning. Following this, the unit of analysis was established, focusing
on specific words, phrases, or sentences that captured the core themes articulated by the
participants.
The researcher created a set of categories to represent the key concepts and
recurring ideas identified in the data. These categories were grouped into themes
connected to the five formative assessment strategies and their influence on classroom
atmosphere, student motivation, and achievement. After defining the categories, the
researcher systematically coded the data by assigning portions of the responses to the
appropriate categories. This organised approach to coding made it possible to identify the
frequency of themes and uncover relationships between different categories.
Subsequently, patterns and trends in the data were analysed to derive meaningful insights
and reveal the core messages expressed in the participants' responses.
3.4. Methodological procedure
To investigate the effect of formative assessment strategies on the motivation and
achievement of Arab students in the EFL classrooms, a detailed implementation plan was
developed for use across multiple schools. As part of this initiative, the researcher
organized a supplementary course within the framework of a Professional Learning
Community (PLC). This course ran for five months, from January to June 2024, with
teachers meeting weekly for three-hour sessions. These sessions focused on FA,
exploring various themes, strategies, and related components.
Teachers were tasked with applying the formative assessment strategies detailed by
Qadura Massri & Gómez-Parra (2023) in a selected class. The primary aim of this
initiative was to assess the impact of these strategies on students’ motivation and
academic performance in English lessons.
At the conclusion of the five-month period, after implementing the strategies and
gathering feedback on their impact in the EFL setting, participants completed a five-
question open-ended questionnaire. This questionnaire was designed to gather their
reflections and insights on the use of formative assessment strategies in their classrooms.
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4. FINDINGS
This section presents the content analysis of the questionnaire data, highlighting
teachers’ perceptions of the challenges they encountered when implementing the five
formative assessment strategies in their EFL classrooms: sharing learning aims,
questioning, peer- assessment, self-assessment and feedback. It also includes an analysis
of their suggestions to make the implementation of FA more effective. Segments of the
responses were assigned to the relevant categories, which contributed to identifying the
frequency of certain themes and highlighted relationships between the different
categories.
Teachers’ responses are transcribed below and classified according to the five
themes of research:
a. Sharing Learning Aims: What are the primary challenges you encounter when
trying to integrate sharing learning aims classes?
Teacher 5: “I found this strategy very useful. I did not face any challenges
implementing it.”
Teacher 9: “Sharing learning helped my students know what I want them to
learn in the lesson. Implementing it was very quick and did not need much time.
So, it was not challenging for me.”
Teacher 16: “It is not a challenging strategy to implement. It does not require
much lesson time.”
b. Questioning: What are the primary challenges you encounter when trying to
integrate questioning into classes?
Teacher 3: “I usually dedicate a few minutes to this strategy at the beginning of
the lesson to know where my students stand. It makes the class very interactive.
I didn’t feel it was challenging.”
Teacher 11: “Questioning helps me understand what material I need to focus
on. I find it very useful and not challenging.”
Teacher 14: “Eliciting information from my students makes both of us
understand where they are in terms of material, it does not need much time to
apply so I don’t find it challenging.”
c. Self-Assessment: What are the primary challenges you encounter when trying
to integrate self-assessment into classes?
Teacher 10: “I don’t find self-assessment challenging. I give my students a
rubric to follow, which helps them to be independent learners.”
Teacher 16: “The only challenge about self-assessment is the time I need to
dedicate to this strategy in my 45-minute lesson, I’m afraid I cannot apply it
every lesson.”
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Teacher 19: “My students like to compare my comments to theirs. I don’t find
it challenging other than I cannot do it every lesson as of the time it needs.”
d. Peer Assessment: What are the primary challenges you encounter when trying
to integrate peer- assessment into classes?
Teacher 9: “Before applying peer assessment, students need to grasp the
importance and purpose of this strategy, and know that it is not a judgmental
process.”
Teacher 7: “I want to use peer-assessment, but I feel like I need more time and
guidance on how to let my students apply it in a meaningful not harmful way.”
Teacher 12: “Two things I see challenging about peer assessment. One, the time
of the lesson which is very short to cover the material I’m required to cover and
give my students effective time to peer- assessment. Second, I need to understand
how I should apply it and deal with it in a meaningful manner.
e. Feedback: What are the primary challenges you encounter when trying to
integrate feedback into classes?
Teacher 14: “It’s challenging to give each student the attention they deserve when
I’m managing a class of 30 diverse students. While feedback is valuable, it’s not
always feasible with such large groups.”
Teacher 8: “The challenge for me was the time required to consistently give
feedback to my 9th-grade students.”
Teacher 11: “I’m afraid that I won’t be able to give feedback to give immediate
feedback to all my students. There is material that I’m required to deliver to my 5th
grades, and immediate feedback will leave me short in time.”
Teacher 19: “The class is too big to reach to every student and comment on
everyone’s work.”
Teacher 4: “The ministry’s requirements are too demanding. We are supposed to
cover a large amount of material in too little time. Which does not allow us to reach
out to every student and comment on their work.”
f. What kind of support or resources would make it easier for you to implement
formative assessment effectively in your classroom?
Teacher 6: “Formative assessment is a treasure, but teachers lack the knowledge.
They need to participate in professional development programs to support its
implementation.”
Teacher 10: “The school needs to provide us training lessons in our schedule to
apply Formative Assessment effectively.”
Teacher 20: “There must be a curricular change and a change of mindset! FL
teaching must move from being summative to being formative. As this summative
nature leaves almost no room for formative assessment.”
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5. DISCUSSION AND CONCLUSIONS
FA, which emphasizes continuous feedback to enhance student learning, provides
several benefits compared to traditional summative assessments. However, implementing
it can be difficult for teachers. This study aimed to highlight the challenges faced by
English language teachers in Arab schools when applying FAs. The responses from the
validated open-ended questionnaire provide insight into the various challenges teachers
face when implementing FAS in their classrooms. These challenges primarily revolve
around time constraints, class sizes, and the need for adequate support and training to
effectively integrate formative assessment practices.
As shown by our results, teachers generally found sharing learning aims to be an
easy and effective strategy, with no significant challenges reported. Teachers 5, 9, and 16
emphasised that this strategy was quick to implement and did not consume much class
time. These positive responses align with research suggesting that clearly defined
learning goals help focus students' attention and increase engagement (Zajda, 2024).
Given its simplicity and ease of implementation, it seems that sharing learning aims is a
formative assessment strategy that teachers are able to use consistently without major
barriers.
Questioning emerged as another strategy that teachers found useful and
manageable. Teachers 3, 11, and 14 highlighted their role in fostering interactivity and
gauging students’ understanding. These teachers appreciated how questioning enabled
them to assess where students stood in terms of content knowledge without requiring
significant time or effort. This finding aligns with assertion that questioning is a key tool
for FA, as it provides immediate insight into student understanding and helps teachers
adjust their instruction accordingly (Pan et al., 2024).
While self-assessment was generally viewed positively by some teachers, several
others mentioned time constraints as a significant challenge. Teachers 10, 16, and 19
noted that although the strategy was effective, it was difficult to implement regularly due
to the limited time available in each lesson. Teacher 16 particularly emphasised the
challenge of fitting self-assessment into a 45-minute lesson. This concern reflects a
common issue in time-constrained educational settings, where teachers struggle to
balance the various demands of the curriculum with the time needed for effective
formative assessment (Cooper, 2015). However, despite this challenge, teachers noted
that providing rubrics or structured guidelines helped students engage in self-assessment
more independently, which is consistent with the literature that supports the use of rubrics
to guide self-assessment (Dang & Le, 2023).
The responses regarding peer assessment revealed a more nuanced set of
challenges. Teachers 9, 7, and 12 identified concerns related to students' understanding
of the purpose of peer assessment and the time required to implement it effectively.
Teacher 9 emphasised the importance of ensuring that students grasp the non-judgmental
nature of peer assessment, whereas Teacher 7 expressed a need for more guidance on how
to facilitate peer assessment meaningfully. Teacher 12’s concerns about time limitations
echoed those raised for other formative assessment strategies, suggesting that the
logistical challenges of fitting peer assessment into the class schedule were a recurring
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theme. These concerns about time and student preparation are well-documented in the
literature, which suggests that peer assessment can be an effective tool for promoting
reflection and collaborative learning, but it requires careful planning and adequate time
for students to engage meaningfully (Adesina et al., 2023; Mellon et al., 2024).
Feedback emerged as one of the most challenging aspects of FA, particularly in
large classrooms. Teachers 14, 8, and 11 noted the difficulty of providing individualised
feedback to every student, particularly in classes with 30 or more students. Teacher 4
comments about the demands of the curriculum and the need to cover a large amount of
material in a short period further underscores the time constraints that limit the feasibility
of providing effective feedback. The issue of time limitations is particularly acute in large
classrooms, where managing student needs and delivering personalised feedback is a
significant challenge (Henderson & Phillips, 2015). The challenge is particularly acute in
underfunded sectors, such as Arab- schools, where larger class sizes are more common,
and additional resources are scarce (Alshammari, 2024; Shafrir et al., 2016). Despite these
challenges, feedback remains a cornerstone of FA, with studies demonstrating its crucial
role in improving student learning and achievement (Hattie & Timperley, 2007).
In addition to the challenges posed by large classroom sizes and time constraints,
Israel’s education system is heavily centred on summative assessments, such as the
Meitzav and Bagrut exams, which dominate the curriculum (Ydesen et al., 2023). This
emphasis on high stakes testing leaves limited space for FA practices that could foster a
more dynamic, student-centred learning environment (Ydesen et al., 2020, 2023). Under
pressure to prepare students for these standardised exams, teachers often resort to
“teaching to the test”, limiting their ability to implement innovative teaching strategies
and reducing students’ opportunities for deeper, more meaningful learning (Harrison et
al., 2015).
Furthermore, the curriculum set by the Ministry of Education prioritises grammar,
reading comprehension, and writing skills across various grade levels (Syrquin, 1998).
While this curriculum aligns with international standards, it lacks the flexibility needed
to address the diverse needs of students, particularly in multilingual classrooms such as
those found in Arab schools (Zeid & Cretu, 2020). Consequently, teachers are constrained
by a rigid curriculum that makes it difficult to incorporate formative assessment practices,
which require adaptability to respond to real-time student feedback.
Throughout delivering the PLC (professional learning community) the researcher
also noticed another important factor that might also contribute to the way teachers
perceive the implementation of formative assessment might be their teaching experience
years: Senior educators (Teachers 6,7, 9, 11, 14, 17 and 18) often find the implementation
of FA assessment particularly challenging. Many teachers with 19 to 30 years of
professional experience have well-established teaching routines, which can make them
resistant to adopting new assessment practices (Woodland, 2016). Additionally, these
teachers may view FA as an added burden rather than an enhancement to student learning
(Panorkou & Kobrin, 2017). The pressure to meet institutional expectations and the
demands of standardised testing further detract from their ability to prioritise ongoing,
informal assessment techniques (Carroll, et al.,2019 ). Consequently, while these senior
teachers may recognise the value of formative assessment, practical constraints such as
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large class sizes and time limitations often prevent them from effectively incorporating it
into their teaching.
On the other hand, new teachers are generally more receptive to adopting innovative
teaching strategies, including FA. This openness can be attributed to their recent exposure
to modern educational theories and their focus on student-centred teaching (Cabanillas-
García, 2025; Shruthi et al., 2025). New teachers are often more inclined to explore
methods that foster active engagement and personalised feedback (Cents-Boonstra,
2021), which are key components of FA. However, despite their enthusiasm, novice
teachers may still face challenges related to classroom management and institutional
pressures, which can hinder the full implementation of these practices.
When asked about possible suggestions to facilitate the implementation of
formative assessment strategies, the teachers highlighted several critical dimensions of
the challenges and opportunities associated with implementing formative assessment
practices in schools. Firstly, it is important to underline the fact that there was a consensus
regarding the importance of professional development as a foundational step toward
improving formative assessment practices. As Teacher 6 aptly describes, formative
assessment is perceived as a “treasure” that remains underutilised due to a lack of teacher
knowledge. This underscores the urgent need for professional development programs that
equip teachers with the theoretical understanding and practical tools necessary for
integrating formative assessments into their teaching. Moreover, Teacher 10 emphasises
the importance of institutional support in this transformation. Teachers express the need
for dedicated time and resources within their schedules to receive targeted training. This
point highlights the role of school leadership in prioritising formative assessment by
providing structural support and ensuring that professional learning opportunities are
embedded within the school culture. Without institutional backing, even the most well-
intentioned efforts by individual teachers may face significant hurdles.
Teacher 20's perspective adds another layer of complexity by advocating for
systemic changes. According to this teacher, the shift from summative to formative
assessment requires not only professional training but also a fundamental change in
curriculum design and mindset. The existing focus on high-stakes, summative evaluations
limits the scope of FA, constraining its potential to foster meaningful learning
experiences. This statement aligns with broader educational literature, which suggests
that sustainable implementation of FA practices often necessitates alignment with
curricular frameworks and broader educational policies (Pastore 2024).
The findings of this study underscore the multifaceted challenges faced by English
language teachers in Arab schools when attempting to implement formative assessment
strategies. Despite its potential to foster student-centred learning, the adoption of FA is
hindered by time constraints, large class sizes, and an education system predominantly
focused on high-stakes summative testing. Teachers acknowledged the value of strategies
such as sharing learning aims and questioning, which were easier to implement, but
identified feedback, peer assessment, and self-assessment as more challenging due to
logistical and institutional limitations. The study also highlights the need for professional
development, institutional support, and systemic changes to curriculum design to
facilitate the shift from summative to formative assessment. Addressing these barriers
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requires a collaborative effort involving policymakers, school leaders, and educators to
create a more flexible and supportive environment for formative assessment practices.
However, this study is limited by the fact that only teachers who participated in the
Professional Learning Community (PLC) were involved, which may limit the
generalizability of the findings to the broader population of English language teachers in
Arab schools. Future research should consider longitudinal designs to examine the long-
term impact of formative assessment implementation and explore student perspectives to
gain a more comprehensive understanding. Investigations into effective models of
professional development and systemic reforms tailored to under-resourced schools
would also provide valuable insights for policy and practice.
6. ACKNOWLEDGEMENTS
I would like to express my deepest gratitude to my mentor, Professor Maria Elena
Gomez- Para, whose guidance, support, and encouragement have been invaluable
throughout my current PhD studies. Her wisdom, patience, and unwavering belief in my
potential have inspired me to reach new heights. I would like to thank her for being an
exceptional mentor and for always being there to provide insightful advice, constructive
feedback, and a listening ear.
Additionally, I would like to extend my gratitude to my teachers who participated
in my professional learning community (PLC) and willingly joined this research. Their
enthusiasm for learning and growth has been instrumental in helping me achieve my goals
and gain insights for the benefit of our students.
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