Implementing Alternative Assessment in a Communicative English Skills Course at Three Ethiopian Universities

Autor/inn/en	Minda, Motuma Hirpassa; Chaka, Chaka
Titel	Implementing Alternative Assessment in a Communicative English Skills Course at Three Ethiopian Universities
Quelle	In: MEXTESOL Journal, 47 (2023) 2, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chaka, Chaka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Alternative Assessment; Communicative Competence (Languages); English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Universities; Student Attitudes; Grammar; Teaching Methods; Vocabulary Development; Teacher Attitudes; Language Teachers; Undergraduate Students; Evaluation Methods; Student Evaluation; Ethiopia + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; University; Universität; Schülerverhalten; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Lehrerverhalten; Language teacher; Sprachunterricht; Schulnote; Studentische Bewertung; Äthiopien
Abstract	This study examined the implementation of an alternative assessment in a course, Communicative English Skills Course (CESC), at three Ethiopian universities. The study mainly focused on multi-assessor strategies, multiple assessment tools, and comprehensive, progressive, continuous, and relevant assessment used by instructors at these three universities. Two sets of questionnaires, an instructor questionnaire and a student questionnaire, were administered to collect its data from 128 instructors and 241 students. A maximum variation sampling was used to select instructors from the three universities and stratified sampling to select students from these three universities. Data sets were analyzed using descriptive statistics, and Mann-Whitney U Test and Kruskal-Wallis Test. There are two findings of this study that are worth mentioning. First, an instructor-based assessment strategy (M = 4.0) dominated the process of evaluating student learning in CESC. Second, the overall assessment strategies employed by instructors at the three universities lacked progressiveness, continuity, and relevance, and focused more on reading, grammar and vocabulary than on the other language domains of CESC. There are two implications for this study. First, most of the instructors at the three universities preferred traditional assessment (TA) methods to alternative assessment (AA) methods and found the former more convenient to use in CESC than the latter. Second, the instructors denied the apparently existing mismatch between their assessment practices and CESC's recommended assessment methods. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01