English Language Teachers’ Beliefs and Practices Concerning Continuous Assessment in Omani Cycle 1 Schools

Aims: In this study, the authors investigated English language teachers’ beliefs on continuous assessment, the relationship between their beliefs and continuous assessment practices, and factors influencing teachers’ continuous assessment practices in Cycle 1 schools in the South Batinah Governorate in the Sultanate of Oman. Study Design: The authors used a mixed-methods approach employing an explanatory sequential design. In the first phase, a questionnaire investigating teachers’ beliefs and assessment practices was distributed to 154 teachers. In the second phase, interviews and artefact observation were conducted with three teachers. Principal components analysis was used to analyze questionnaire data, whereas interviews were analyzed using thematic analysis. Results: The results indicate that teachers demonstrate positive beliefs towards the implementation of continuous assessment. They highlighted some aspects of the benefits of continuous assessment such as providing feedback to learners and parents and encouraging teachers to use a variety of methods, reflect on their assessment practices and adapt their techniques. However, discrepancies were found between teachers’ reported beliefs and their continuous assessment practices. These discrepancies resulted from large class size, lack of time, syllabus and timetable load, mixed learner abilities, lack of clarity of the assessment handbook, parents’ attitudes, and inadequate assessment training. Conclusion: The study is significant because it helps clarify the relationship between teachers’ beliefs and their assessment practices. In addition, the study provides information for policymakers, assessment designers, and training program designers on the current implementation of continuous assessment in Cycle 1. The study significantly contributes to the existing literature since to the best of the authors’ knowledge it is the first study conducted in Oman investigating teachers’ beliefs on the practices of continuous assessment in Cycle 1 schools.