摘要：As early as 1983, Rossi propounded that one of the issues of particular interest and development within the foreign and second language teaching profession is that of proficiency testing or the evaluation of a learner's level of linguistic and communicative competence. This still holds true. On the contrary our pilot study using the Question Paper Evaluating Checklists (included in this paper) indicates that all is not right with the designing of EFL question papers in Saudi Arabia though EFL assessment patterns in the KSA have undergone much change from the time that English was first introduced into the curriculum as a compulsory foreign language. It is the demand of time that evaluation patterns be evaluated on the touchstone of latest research and their relationship with classroom practices be established. This will help the learner-teacher combine to plug the loopholes in language training. In other words, we have to realise as educators that good assessment forms the basis of a wealth of learner information that has direct and indirect ramifications on curriculum and pedagogy. Hence the need to study this aspect of EFL in the light of modern literatures in order come up with constructive recommendations.
其他摘要：As early as 1983, Rossi propounded that one of the issues of particular interest and development within the foreign and second language teaching profession is that of proficiency testing or the evaluation of a learner's level of linguistic and communicative competence. This still holds true. On the contrary our pilot study using the Question Paper Evaluating Checklists (included in this paper) indicates that all is not right with the designing of EFL question papers in Saudi Arabia though EFL assessment patterns in the KSA have undergone much change from the time that English was first introduced into the curriculum as a compulsory foreign language. It is the demand of time that evaluation patterns be evaluated on the touchstone of latest research and their relationship with classroom practices be established. This will help the learner-teacher combine to plug the loopholes in language training. In other words, we have to realise as educators that good assessment forms the basis of a wealth of learner information that has direct and indirect ramifications on curriculum and pedagogy. Hence the need to study this aspect of EFL in the light of modern literatures in order come up with constructive recommendations.
