EFL Teachers’ Conceptions of Alternative Assessment Strategies
الموضوعات :
Mostafa Naraghizadeh
1
(Islamic Azad University, Malayer Branch, Malayer, Iran.)
Faramarz Azizmalayeri
2
(English Department, Malayer Branch, Islamic Azad University, Malayer, Iran)
Hamid Reza Khalaji
3
(English Department, Malayer Branch, Islamic Azad University, Malayer, Iran)
الکلمات المفتاحية: Alternative Assessment, Traditional assessment, Assessment Strategies,
ملخص المقالة :
EFL teachers’ conceptions of Alternative Assessment (AA) strategies in English language classrooms are of significance since they can affect the teachers’ overall performance in the classroom. This study aimed to explore Iranian EFL teachers’ conceptions of AA strategies. In so doing, a sequential mixed methods design was used. The participants of the study consisted of 30 (15 males and 15 females) Iranian EFL teachers with MA and Ph.D. degrees in English language teaching (ELT) who were selected through convenience sampling. To collect the required data, the Teachers’ Perceptions of Alternative Assessment Questionnaire (Elharrar) was used as an open-ended questionnaire. Data analysis was conducted through qualitative thematic analysis and presenting the extracted themes in frequency and percentage formats. It was found that most of the teachers perceived the positive influences of AA. Additionally, it was revealed that the teachers attached some advantages to AA that help them provide a more quality teaching environment. The findings of this study may render implications for EFL teachers, teacher trainers, and administrators.
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