Résumé:
The present study aims at investigating teachers’ attitudes toward the criteria of assessing writing paragraphs in EFL classes. Learners are able to write a well paragraph by following specific criteria used by teachers. Hence, it is hypothesized that when teachers use the appropriate technical method in assessing paragraph, students writing skills will be enhanced. For approving or rejecting the precedent hypothesis, a descriptive method that comprises only one quantitative tool has been adopted. The questionnaire is directed to teachers of the written expression module at the department of English university of 8 Mai 1945 Guelma through asking them different kinds of questions. In the end, collective findings need for this research. The results show that teachers are well aware of the criteria of assessment as an effective strategy to develop students’ performance.
