EFL Teachers’ Conceptions of Alternative Assessment Strategies
Subject Areas :
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
)
Keywords: سنجش, سنجش جایگزین, سنجش سنتی,
Abstract :
Ahmad, S., Sultana, N., & Jamil, S. (2020). Behaviorism vs constructivism: A paradigm shift from traditional to alternative assessment techniques. Journal of Applied Linguistics and Language Research, 7(2), 19-33.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.
Atjonen, P. (2014). Teachers’ views of their assessment practice. Curriculum Journal, 25(2), 238-259.
Barnard Bachelor, R. (2017). Alternative assessments and student perceptions in the world language classroom. Online Submission, 6, 30-44.
Barnes, N., Fives, H., & Dacey, C. M. (2017). US teachers' conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107-116.
Black, P. (2004). Purposes for assessment. The routledgefalmer reader in science education, 189-198.
Brindley, G. (2001). Outcomes-based assessment in practice: Some examples and emerging insights. Language Testing, 18(4), 393-407.
Burkšaitienė, N., & Teresevičienė, M. (2008). Integrating alternative learning and assessment in a course of English for law students. Assessment & Evaluation in Higher Education, 33(2), 155-166.
Chang, B. (2019). Reflection in learning. Online Learning, 23(1), 95-110.
Chang, C. C., Tseng, K. H., & Lou, S. J. (2012). A comparative analysis of the consistency and difference among teacher-assessment, student self-assessment and peer-assessment in a web-based portfolio assessment environment for high school students. Computers & Education, 58(1), 303–320.
Charvade, M. R., Jahandar, S., & Khodabandehlou, M. (2012). The impact of portfolio assessment on EFL learners' reading comprehension ability. English Language Teaching, 5(7), 129-139.
Cho, H. J., Yough, M., & Levesque-Bristol, C. (2020). Relationships between beliefs about assessment and self-regulated learning in second language learning. International Journal of Educational Research, 99, 101505.
Colby-Kelly, C., & Turner, C. E. (2007). AFL research in the L2 classroom and evidence of usefulness: Taking formative assessment to the next level. Canadian Modern Language Review, 64(1), 9-37.
Demir, M., Tananis, C. A., & Trahan, K. W. (2019). Evaluation of alternative assessment methods used in elementary schools. Egitim ve Bilim, 44(197).
Diep, A. N., Zhu, C., Cocquyt, C., De Greef, M., Vo, M. H., & Vanwing, T. (2019). Adult learners' needs in online and blended learning. Australian Journal of Adult Learning, 59(2), 223-253.
Dockrell, J. E., & Marshall, C. R. (2015). Measurement issues: Assessing language skills in young children. Child and Adolescent Mental Health, 20(2), 116-125.
Domínguez, C., Jaime, A., Sánchez, A., Blanco, J. M., & Heras, J. (2016). A comparative analysis of the consistency and difference among online self-, peer-, external-and instructor-assessments: The competitive effect. Computers in Human Behavior, 60, 112–120.
Elharrar, Y. (2006). Teacher assessment practices and perceptions: the use of alternative assessments within the quebec educational reform. Unpublished thesis. Montreal: Université du Québec à Montréal.
Ercilia, C., Sheng, J., & Amparo, H.E. (2013). The Role of Alternative Assessment on the Writing Domain of the English Composition Courses Enrolled in the English Teaching Bachelor Degree at the Foreign Language Department of the University of El Salvador.http://ri.ues.edu.sv/id/eprint/12320/1/14102861.pdf
Guzman‐Orth, D., Lopez, A. A., & Tolentino, F. (2017). A framework for the dual language assessment of young dual language learners in the United States. ETS Research Report Series, 2017(1), 1-19.
Hamp-Lyons, L. (2016). Purposes of assessment. In Handbook of second language assessment (pp. 13-28). De Gruyter Mouton.
Hancock, C. R. (1994). Alternative assessment and second language study: What and why? ERIC Digest.
Huerta-Macıas, A. (1995). Alternative assessment: Responses to commonly asked questions. This page intentionally left blank, 338.
Jalilzadeh, K., & Dastgoshadeh, A. (2011). Role of alternative assessment techniques in improvement EFL learners’ speaking skill (Iranian EFL Setting). International Journal of Asian Social Science, 1(2), 27-35.
Khan, R. (2018). What is assessment? Purposes of assessment and evaluation. The TESOL Encyclopedia of English Language Teaching, 1-7.
Leach, L. (2012). Optimal self-assessment: Same tensions and dilemmas. Assessment & Evaluation in Higher Education, 37(2), 137–147.
Lee, A., Hawley, K., Browder, D. M., Flowers, C., & Wakeman, S. (2016). Teaching writing in response to text to students with developmental disabilities who participate in alternate assessments. Education and Training in Autism and Developmental Disabilities, 238-251.
Liljedahl, P. (2010). The four purposes of assessment. Vector, 2, 4-12.
Mazloomi, S., & Khabiri, M. (2018). The impact of self-assessment on language learners’ writing skill. Innovations in Education and Teaching International, 55(1), 91-100.
Monib, W. K., Karimi, A. Q., & Nijat, N. (2020). Effects of alternative assessment in EFL classroom: A systematic review. American International Journal of Education and Linguistics Research, 3(2), 7-18.
Moqbel, M. S. S. (2020). Using alternative assessment to assess undergraduate EFL students at Yemeni universities: Challenges from the perspectives of faculty. ELS Journal on Interdisciplinary Studies in Humanities, 3(3), 440-458.
Musfirah, Y. (2019).The use of peer assessment in speaking skill. English Educ. J., 10(10),67-79.
Nezakatgoo, B. (2011). The effects of portfolio assessment on writing of EFL students. English Language Teaching, 4(2), 231-241.
Paterno, J. (2001). Measuring success: A glossary of assessment terms. Building cathedrals: Compassion for the 21st century.
Pierce, L. V., & O'Malley, J. M. (1992). Performance and portfolio assessment for language minority students (Vol. 9). National Clearinghouse for Bilingual Education.
Popova, A., Evans, D., Breeding, M. E., & Arancibia, V. (2018). Teacher professional development around the world: The gap between evidence and practice. World Bank Policy Research Working Paper(8572).
Price, K. W., Meisinger, E. B., Louwerse, M. M., & D'Mello, S. K. (2012). Silent reading fluency using underlining: Evidence for an alternative method of assessment. Psychology in the Schools, 49(6), 606-618.
Razmjoo, S. A., & Riazi, A. M. (2006). Is communicative language teaching practical in the expanding circle. Journal of Language and Learning, 4(2), 144-171.
Seban, D. (2009). Researching reflective field practices of elementary pre‐service teachers: two‐dimensional analysis of teacher narratives. Reflective Practice, 10(5), 669-681.
Shohamy, E., Or, I. G., & May, S. (2017). Language testing and assessment. Springer.
Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kappan, 72(7), 534-539.
Stiggins, R. J. (1994). Student-centered classroom assessment. Merrill New York.
Tsui, C. (2018). Teacher efficacy: A case study of faculty beliefs in an English-medium instruction teacher training program. Taiwan Journal of TESOL, 15(1), 101-128.
Worthen, B. R. (1993). Critical issues that will determine the future of alternative assessment. Phi Delta Kappan, 74(6), 444-454.
Yildirim, C., & Orsdemir, E. (2013). Performance tasks as alternative assessment for young EFL learners: Does practice match the curriculum proposal? Int. Online J. Educ. Sci., 5(3), 562–574.
Zaim, M. (2020). Authentic assessment for speaking skills: Problem and solution for English secondary school teachers in Indonesia. International Journal of Instruction, 13(3), 587-604.
Ziafar, M. (2017). Precision language teaching as the realization of dynamic alternative assessment in language classrooms. Annals of Language and Literature, 1(2), 9-19.
Zohrabi, M., Torabi, M. A., & Baybourdiani, P. (2012). Teacher-centered and/or student-centered learning: English language in Iran. English language and literature studies, 2(3), 18-33.
