Elt Students’ View of Alternative Assessment Types in Teaching English As a Foreign Language


Tunaz M.

5th International Academic Studies Conference, Elazığ, Turkey, 15 - 17 March 2021, pp.90-91

  • Publication Type: Conference Paper / Summary Text
  • City: Elazığ
  • Country: Turkey
  • Page Numbers: pp.90-91

Abstract

Assessment has been a controversial issue in the field of language teaching parallel to the development of modern language teaching methodologies. Though modern language teaching methodologies suggest the application of alternative (authentic) assessment types, traditional forms of assessment are applied dominantly in many aspects of education in Turkish context. Therefore, this study aimed to reveal the prospective ELT teachers’ perspective and attitudes towards the use of alternative assessment types in English language teaching. 16 final-grade student teachers were randomly selected as the participants of this study. These participants were subjected to semi-structured interview sessions in order to gain insight about their attitudes. The comprehensive content analysis of the data revealed that student teachers accept the alternative assessment types especially challenging and demanding for the language teachers to apply. On the other hand, traditional ways of assessment were stated as being ineffective due to the isolation of language skills, dependency on memorization and being unrelated to the authentic world. As the most effective alternative assessment types, diary, group discussion, poster presentation, narratives, portfolio, podcast and research proposal were suggested to be applied in teacher education programs.

Keywords: Alternative, Traditional, Assessment, Elt, Perception