Abstract:

The educational landscape in Kazakhstan underwent a significant transformation in 2016 with the adoption of an updated assessment system. This change gained further significance in the wake of the COVID-19 pandemic, prompting the government to introduce a graded system of assessment for learning to engage and motivate students in the context of online education. The utilization of this system has persisted beyond the pandemic, with teachers employing an online platform, Kundelik.kz, to assign grades to students. This paper aims to delve into the present state of formative assessment in Kazakhstani classrooms, shedding light on the challenges faced by teachers during the implementation of this pedagogical approach.

To collect data for the study, the research closely observed classroom and teacher assessment processes. It sought to understand teacher perceptions of formative assessment, the difficulties encountered during its implementation, the training provided on this approach, and the changes in assessment practices. Teachers now use Kundelik.kz to assign grades ranging from 1 to 10, introducing a departure from the traditional grading system. This shift has resulted in potential confusion among students and parents, indicating a need for improved communication and clarification regarding the new grading methodology to ensure widespread comprehension and acceptance.

To guide the data analysis, the study proposes research questions such as improving assessment practices in secondary school English as a Foreign Language (EFL) classrooms and enhancing teacher education programs to better prepare future EFL teachers for effective assessment practices. The suggested research methodology advocates for a mixed-methods approach, combining qualitative methods like interviews and classroom observations with quantitative data obtained through surveys. This comprehensive strategy aims to provide a nuanced understanding of assessment for learning practices in secondary school EFL classrooms, recognizing the multifaceted nature of the educational landscape.

The study acknowledges the challenges teachers face in implementing assessment for learning practices, emphasizing that this approach aims to use assessment as a tool for improving student learning rather than merely measuring learning outcomes.

Further research is recommended to deepen our understanding of the impact of assessment for learning practices on EFL students and to identify effective strategies for implementing these practices in diverse classroom settings. In summary, the study provides valuable insights into the current state of formative assessment in Kazakhstan and the challenges faced by teachers. These findings can serve as a foundation for shaping future policies and practices to support the effective implementation of this approach in classrooms nationwide.