فهرس المقالات Alternative Assessment

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  1 - The Effect of Portfolio Assessment on EFL Learner’s Reading Comprehension Ability
  Mahboobe Nikfalah
  Reading skill is a fundamental requirement to lifelong learner success, yet the way teachers assess their student’s reading comprehension ability is challenging. One of the new trends in reading skill instruction is portfolio assessment. This study investigated th أکثر

  Reading skill is a fundamental requirement to lifelong learner success, yet the way teachers assess their student’s reading comprehension ability is challenging. One of the new trends in reading skill instruction is portfolio assessment. This study investigated the effects of portfolio assessment on EFL learner’s reading comprehension ability. The participants, 50 advanced (female) EFL learners were randomly divided into the control and experimental group. The control group was instructed through traditional assessment while the experimental group was instructed through portfolio assessment. Two reading comprehension tests as pre-test and post-test were given to students of both groups to measure their reading comprehension ability at the beginning and at the end of the study. The findings indicated that students in portfolio assessment group outperformed the control group in their reading comprehension ability. The results of the study suggested that portfolio assessment improves student’s reading comprehension ability تفاصيل المقالة
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  2 - Dynamic Assessment in Iranian EFL Classrooms: A Post- method Enquiry
  سید جواد اسحقی سردرود
  Derived from the emerging paradigm shift in English language teaching and assessment, there has been a renewal of interest in dynamic assessment (DA) to be used as an alternative to the traditional static testing in language classrooms. However, to date, DA practice has أکثر

  Derived from the emerging paradigm shift in English language teaching and assessment, there has been a renewal of interest in dynamic assessment (DA) to be used as an alternative to the traditional static testing in language classrooms. However, to date, DA practice has been mostly limited to clinical treatments of children with learning disabilities, and it has not been widely incorporated into the EFL contexts. In order to find out the reasons behind the slow trend of DA practice, this research adopted a framework, based on the post method pedagogical principles and recommendations, to delve into the prospect of methodological realization of DA approaches in Iranian EFL classrooms. To this end, two instruments, a questionnaire and an interview were developed to explore the practicality of DA through seeking 51 Iranian EFL teachers' perception of DA practice in their classrooms. The results indicated that most of the teachers were negative about the practice of DA in their classrooms and believed that a full-fledged implementation of DA in Iranian EFL classrooms is too demanding. The feasibility of DA in Iranian EFL classrooms, where teachers are deprived of DA training, guideline, and technological resources, is questioned seriously due to the factors such as time-constrained nature of DA procedures, large number of students in EFL classrooms, the common practice of static tests as the mainstream, and overreliance on the teachers' teaching and assessment abilities. The paper suggests the framework of inquiry in this study, which was derived from the post method pedagogy, to be utilized as a blueprint for a critical appraisal of any alternative method or theory which is introduced into ELT contexts. تفاصيل المقالة
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  3 - EFL Teachers’ Perceptions and Practices of Alternative Assessment Strategies and Their Relationship with Teacher Reflection
  مصطفی نراقی زاده فرامرز عزیز ملایری حمید رضا خلجی
  10.30495/jal.2022.697012
  Formative Assessment plays a significant role in classrooms in understanding how students progress in their learning activities. The attitudes of teachers towards application of Alternative Assessment (AA) strategies in English language classroom are considered importan أکثر

  Formative Assessment plays a significant role in classrooms in understanding how students progress in their learning activities. The attitudes of teachers towards application of Alternative Assessment (AA) strategies in English language classroom are considered important as they can affect the teachers’ overall performance in the classroom. The aim of the current study was to examine EFL teachers’ perceptions regarding alternative assessment strategies and their relationship while correlated with teacher reflections and perceptions. In order to conduct this study, a mixed-methods design was adopted. The participants who attended the quantitative and qualitative phases were 81 students and 30 EFL teachers, respectively. In order to collect the research data, two research instruments were used: the teacher reflection questionnaire (Akbari et al., 2010) and the teachers’ perceptions of alternative assessment questionnaire (Elharrar, 2006). The Pearson correlation coefficient statistical test was run for the quantitative data, and the data of the qualitative nature was processed through content-analysis procedure. The findings from the qualitative data were presented using frequency and percentage. Further discussions were provided using the findings from the quantitative data analysis. The results from this phase of analysis illustrated that there was a significant positive relationship between EFL teachers’ reflection and their experience of implementing alternative assessment strategies. The findings of this study may render implications for EFL teachers, teacher trainers, and the assessment administrates. تفاصيل المقالة
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  4 - EFL Teachers’ Conceptions of Alternative Assessment Strategies
  Mostafa Naraghizadeh Faramarz Azizmalayeri Hamid Reza Khalaji
  10.30495/jfl.2023.699904
  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’ conceptio أکثر

  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. تفاصيل المقالة
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  5 - Traditional Versus Alternative Writing Assessment
  Ali Forutan
  The present study intended to evaluate EFL students' performance on a traditional method of writing assessment in comparison to an alternative assessment technique by taking into account the effects of teacher and peer feedback. Moreover, the attitudes of the participan أکثر

  The present study intended to evaluate EFL students' performance on a traditional method of writing assessment in comparison to an alternative assessment technique by taking into account the effects of teacher and peer feedback. Moreover, the attitudes of the participants regarding assessment procedures and activities were focused in this study. To this end, thirty male and female language learners taking Advanced Writing course at university level were chosen as the participants of the study. First, all the participants were given a traditional writing test. Then, they were provided with a video and a reading passage related to the writing topic. Additionally, they received teacher and peer comments and feedback on their essays. As a further step, a questionnaire was distributed to collect information about the participants’ opinions on the provided treatments. Analysis of the results indicated that in general most EFL learners had a better performance in alternative assessment mainly on the components of content, organization and style in comparison to traditional one. Also, the participants showed a positive attitude in general about alternative assessment through teacher and peer feedback, chiefly towards teacher comments. تفاصيل المقالة