ABDTRACT
Epistemological beliefs--beliefs about the nature of knowledge and how knowing occurs--have been the target of increased research interest in the area of langauage instruction. Heretofore, emphasis has been directed to language teaching/learning aspects and strategies. Language assessment practices have received scanty empirical attention. The current study, filling in this gap in lietature, examined the effects of in-service EFL teachers’ epistemological stances on their testing orientations. Three research questions were tackled including: (1) What epistemological beliefs do EFL teachers hold? (2) What testing orientation(s) do they tend to adopt? and (3) Do EFL teachers’ epistemological beliefs have a direct bearing on their testing orientations? Dimensions of epistemological beliefs were assessed via a questionnaire designed and validated by the researcher based on Schommer’s work. Two testing orientations were examined including: (a) transmissive surface- processing orientation and (b) constructive deep-processing orientation. Three ways of data collection were utilized to tap both formative and summative assessment practices. These included: (a) formal exams (tests, mid-term exams, and final exams), self-reported assessment practices, and semi-structured interviews. Three raters participated in analyzing data and deciding on teachers’ testing orientations. Findings of the study showed that EFL teachers’ epistemological beliefs have direct bearings on their testing orientations and practices. Variations in impact factor were detected among dimensions of epistemological beliefs. Results are discussed in terms of backwash effects on foreign language instruction, curriculum development, teacher education and assessment.