Alternatives in Assessment or Alternatives to Assessment: A Solution or a Quandary

Derakhshan, Ali; Rezaei, Saeed; Alemi, Minoo

doi:10.5539/ijel.v1n1p173

Cited by 5 publications

(2 citation statements)

References 14 publications

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“…According to Hamayan (1995), alternative assessment is concerned with "procedures and techniques which can be used within the context of instruction and can be easily incorporated into the daily activities of the school or classroom" (p. 213). Alternative assessment varieties, including different types of assessment such as self-and peer-assessment and portfolio assessment, have attracted L2 researchers and practitioners (Belanoff & Dickson, 1991;Brown & Hudson,1998;Derakhshan, Rezaei, & Alemi, 2011;Derakhshan & Shakki, 2016;Fathi, Mohebiniya, & Nourzadeh, 2019;Fathi & Shirazizadeh, 2019;Li, Xiong, Hunter, Guo, & Tywoniw, 2020).…”

Section: Introductionmentioning

confidence: 99%

Polish Psychological Bulletin

Fathi,

Derakhshan,

Safdari

2020

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Although the usefulness of alternative assessment in second language (L2) classrooms has been extensively recognized by scholars, the use of the various types of alternative assessment in English as a Foreign Language (EFL) contexts has not received adequate attention by L2 practitioners. To contribute to this line of research, the present research sought to examine the impact of a portfolio-based writing instruction on writing performance and writing anxiety of EFL students. To this end, a number of 41 EFL learners were recruited as the participants of this study. They were then randomly divided to an experimental group (N=21) and a control group (N=20). The participants in the experimental group received portfolio-based writing instruction, whereas the control group received the regular writing instruction with no archiving of students' drafts in portfolios. Timed-writing tasks and the Second Language Writing Anxiety Inventory (SLWAI) were employed to collect the data. The results obtained from ANCOVA analysis revealed that the portfolio-based writing instruction aided the participants in improving their writing performance more than the control group. Moreover, it was found that the use of portfolios significantly reduced the L2 writing anxiety of the participants while the traditional writing instruction did not have any significant impact on L2 writing anxiety of the control group. The pedagogical implications for portfolio-based writing instruction are discussed finally.

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Section: Introductionmentioning

confidence: 99%

Polish Psychological Bulletin

Fathi,

Derakhshan,

Safdari

2020

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“…Assessment is an important activity in any instructional operation. As a school of thought, which is progressively gaining acceptance, it debates that it is crucial for both teachers and learners to be implicated and have control over the assessment procedures, methods and outcomes, as well as their underlying rationale (Derakhshan, Rezaei, & Alemi, 2011). Nowadays, people are estimated to reach promotion at work, education or to get a driver's license.…”

Section: Definitions Of Dynamic Assessment (Da)mentioning

confidence: 99%

The Interplay between Language Skills and Dynamic Assessment

Farzaneh

Derakhshan

Ziabari

2016

IJL

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Dynamic assessment (DA), as a pro-learning style of assessment, has been investigated in the educational literature for three decades or more. DA has been encouraged by the dearth of conventional static tests to prepare precise information about the individual's learning abilities, change processes, specific deficient functions, and mediational strategies that are in charge for cognitive modifiability. DA, strongly rooted in Socio-cultural Theory (SCT) and Zone of Proximal Development (ZPD), is essentially defined as an approach which takes into account personal differences and their uses for teaching which accepts intervention in the assessment method. As stated by Lantolf and Poehner (2011), both collaborative functioning and interaction with others in DA differentiates it from traditional assessment. In DA processes, the emphasis is on the process rather than the products of learning. The important point is that dynamic assessment, as opposed to non-dynamic assessment (NDA), does not separate teaching from testing but instead takes them into account as two aspects of the same thing. Many authors have offered that DA could be used in all language skills, while others postulated that it cannot be useful in the ordinary classes. Regarding the significant contributions of DA in EFL/ESL contexts, the present paper, therefore, aims to review some important studies that have implemented DA on different language skills and the process of their research. It brings to the fore different theories underlying DA, including SCT and ZPD. It then elucidates two approaches to DA, namely interactionist and interventionist. It finally suggests some strands of research and emphasizes the implications of other studies conducted on the interplay between language skills and DA.

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Student-Related Challenges of Performing Alternative Assessments from the Perspective of Kurdish Tertiary TESOL Teachers

Ismael

2017

Second Language Learning and Teaching

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Alternatives in Assessment or Alternatives to Assessment: A Solution or a Quandary

Abstract: The last few years have witnessed

Cited by 5 publications

References 14 publications

Polish Psychological Bulletin

Polish Psychological Bulletin

The Interplay between Language Skills and Dynamic Assessment

Student-Related Challenges of Performing Alternative Assessments from the Perspective of Kurdish Tertiary TESOL Teachers

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