Teachers' perceptions of classroom based language assessment in tertiary level English language programs in Turkey

This study aims to explore teachers? beliefs and their application with relating to classroom based language assessment. It examines the teachers? current operational principles of assessment and their practices in higher education in Turkey.The first part of the study discusses concerning the theories of language assessment; then it considers how closely classroom based language assessment in higher education matches up to those theoretical principles.The second part of the study presents the findings of a questionnaire. Four stages in teachers? classroom based language assessment were discussed; planning, implementation, monitoring, and recording and dissemination. The findings of the questionnaire were analyzed statically and qualitatively. Extra qualitative data was additionally collected and analyzed through interviews with volunteer participants.The results of the study showed that usually the teachers hold and exercise their own firm beliefs concerning classroom based language assessment.Beside this, there has been variety of issues that arose from their assessment beliefs and their application. The results of the questionnaire showed that they did not put a number of their principles into application. Throughout the interview, they mentioned that in some cases they do not have chance to put their beliefs into application like central assessment system of the institution, intensive syllabus that they have to finish in a very restricted time and students? educational background that they brought from primary and secondary schools? education system.