Exploring ESL Teachers' Alternative Assessment Strategies and Practices in the Classroom

Autor/inn/en	Singh, Charanjit Kaur Swaran; Muhammad, Mazura Mastura; Mostafa, Nor Azmi; Yunus, Melor Md; Noordin, Nooreen; Darm, Ramiaida
Titel	Exploring ESL Teachers' Alternative Assessment Strategies and Practices in the Classroom
Quelle	In: Journal of Language and Linguistic Studies, 18 (2022) 1, S.411-426 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Singh, Charanjit Kaur Swaran) ORCID (Muhammad, Mazura Mastura) ORCID (Mostafa, Nor Azmi) ORCID (Yunus, Melor Md) ORCID (Noordin, Nooreen) ORCID (Darm, Ramiaida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Academic Achievement; Alternative Assessment; Language Teachers; Rote Learning; Case Studies; Foreign Countries; Teacher Attitudes; Summative Evaluation; Preferences; Student Evaluation; Thinking Skills; Formative Evaluation; Malaysia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schulleistung; Language teacher; Sprachunterricht; Mechanisches Lernen; Case study; Fallstudie; Case Study; Ausland; Lehrerverhalten; Schulnote; Studentische Bewertung; Denkfähigkeit
Abstract	English Language teachers are expected to keep abreast with expectations and challenges that they come across in assisting their students to attain higher level of academic achievement. Studies show that teachers are unable to assess students accordingly as the current education system in Malaysia is too examination-oriented and over emphasises rote-learning. The research aims at investigating and analysing in-service teachers' alternative assessment strategies in selected Malaysian ESL classrooms. This study employed a qualitative case study involving eleven ESL teachers. Data were collected through semi-structured interviews, classroom observations and document analysis. Two instruments were used in data collection, namely interview protocol and classroom observation form. The findings showed that teachers employed different assessment strategies namely integrated alternative assessment, summative assessment, formative assessment, informal assessment via observation, online assessment, self-assessment, portfolio assessment, peer assessment and school-based assessment. The results revealed that besides alternative assessment, teachers still showed preference for employing summative assessment in the classroom. Some teachers embedded assessment activities to ensure students are given sufficient opportunity to perform, create, produce based on the tasks given in the classroom. The findings suggest that teachers need exposure and training in current assessment that they can employ in instruction. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01