Alternative assessment as perceived by EFL teachers

Maimouna Al-Ruqeishi, Salma Al-Humaidi

Research output: Contribution to journalArticle

Abstract

This study is based on the responses of 224 EFL (English as a Foreign Language) teachers of grades 5-8 in the Omani Basic Education context to a survey about using alternative assessment tools. The results show that teachers perceive this type of assessment to be adequate in some aspects such as their direct linkage between instruction and assessment that develops teacher's sense of reflection and fosters students' awareness of their learning. In addition, teachers perceive the training and support they have received to be adequate. However, the findings reveal some problems that hinder the effectiveness of alternative assessment in the Omani context. Based on the findings of this study, implications and recommendations are suggested.

Original languageEnglish
Pages (from-to)88-101
Number of pages14
JournalIUP Journal of English Studies
Volume11
Issue number3
Publication statusPublished - 2016

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teacher
basic education
foreign language
school grade
instruction
learning
student
Linkage
Basic Education
Assessment Tools
English as a Foreign Language
Language Teachers

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Literature and Literary Theory

Cite this

Alternative assessment as perceived by EFL teachers. / Al-Ruqeishi, Maimouna; Al-Humaidi, Salma.

In: IUP Journal of English Studies, Vol. 11, No. 3, 2016, p. 88-101.

Research output: Contribution to journalArticle

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