Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions

Abstract Learning-oriented assessment has been called a practice that can be employed to increase the power of practices in classroom and one said promote efficient student learning. However, it is not always easy employ learning-oriented English classes, because number constraints. This study aimed at investigating constraints which hinder teachers’ use EFL classes. A phenomenological research method was used explore associated with assessment. teachers were selected through purposive sampling. The interviews thematically coded into three main categories: teacher-related, institute-related, learner-related It inferred coordination among different components curriculum necessary step need take before attempting LOA principles their Findings are theoretically practically significant teacher educators as instructors.