A Synoptic Review on Alternative Assessment in Foreign Language Teaching and Learning

Abstract

The current paper aims to review the literature and establish a theoretical framework for alternative assessment. Specifically, the paper seeks to clarify what is meant by alternative assessment, define its characteristics, as well as explain its advantages in teaching and learning English as a second or foreign language. The paper also discusses some of the challenges that face the implementation of different alternative assessment forms, and suggests ways of dealing with such challenges. Generally speaking, the present paper seeks to expand awareness of alternative assessment among novice English as a foreign language  (EFL) practitioners arguing that the learning of English as a second or foreign language is better enhanced when both alternative and traditional assessment methods are used congruently. In this way, data that are gathered by means of traditional assessment tasks should be used to complement and consolidate data that are collected using alternative assessments.

Keywords: Assessment, alternative assessment, EFL context

DOI: 10.7176/JEP/13-30-14

Publication date:October 31^st 2022