The effectiveness of a training course for developing EFL teachers' evaluation practices at the secondary stage

Abstract

The present study aimed at examining the effectiveness of a suggested training course for developing EFL teachers' evaluation practices at the secondary stage. It adopted the quasi-experimental design, with one experimental group and one control group. Participants of the study were 30 EFL in-service teachers in the academic year 2021/2022. They were randomly assigned into the two groups, experimental (15 teachers) and control (15 teachers). The experimental group received the suggested training course, while the control group continued to practice their evaluation in the regular way. On designing the training course, the researcher tried to crystallize the prime and secondary elements of training courses in general and EFL training courses in particular. Results indicated that there was a statistically significant difference between the mean scores of the experimental group and the control group in favoring the experimental group. It was concluded that the suggested training course was effective in enhancing EFL in-service teachers' evaluation practices. These results suggest important implications for individuals who are required to review, design, or modify teacher evaluation programs.