Teachers’ Attitudes Toward Alternative Assessment in the English Language Foundation Program of an Omani University

Recent reforms to education systems around the Middle East and North Africa (MENA) region have resulted in the increased use of alternative forms of assessment across a number of subjects, including EFL/ESL. This is certainly the case in Oman, where alternative assessment assumes an important role in both the country’s Basic Education schools and in English language foundation programs at the tertiary level. However, despite their growing importance, as of yet very few studies have examined how these forms of assessment are implemented and the challenges associated with them in an Omani context. For these reasons, the current exploratory study examined attitudes toward, and practices of, alternative assessment in an English language foundation program in Oman’s Sultan Qaboos University (SQU). In order to do this, 10 English language instructors on SQU’s Language Centre (now the Centre for Preparatory Studies) foundation program were administered a questionnaire featuring 13 open-ended questions. Results indicate that participants hold mostly positive attitudes toward alternative assessment though express a number of concerns related to cheating/copying, time requirements, and subjective marking practices. Implications of these findings for alternative assessment within the Omani and MENA context are discussed.