Assessing Assessment: A Study of Libyan Schools EFL Teachers

الملخص

Assessment lies at the heart of language learning, but inside many Libyan EFL classrooms, a clear disconnect has emerged between how we teach and how we evaluate. For decades, traditional paper-and pencil tests have dominated English language instruction across Libyan schools, placing far more weight on memorization and grammar drills than on real world communication. However, today’s students belong to a digital generation. They engage with technology daily, acquire information differently, and require assessment methods that reflect how language is actually used in the 21st century. This study investigates why these legacy evaluation practices persist in Libyan public and private schools and examines how they fall short of meeting modern learners' needs. Using a mixed-methods approach combining teacher surveys, classroom observations, and semi-structured interviews the research explores the day to day realities facing EFL educators. The findings show that while many teachers are fully aware that traditional testing is out of touch with their students' lives, systemic hurdles like rigid national curricula, overcrowded classrooms, and a lack of training in digital and formative assessment prevent them from making a change. Ultimately, this paper calls for a practical shift toward flexible, technology assisted, and student centered assessment practices that truly empower Libyan learners.