The Effect of Alternative Assessment Techniques on EFL Learners' Reading Comprehension Ability and Self-efficacy in Reading: The Case of Iranian Junior High School Students

Abstract

Self-efficacy plays a major role in learners' ultimate success. The present study investigated the effect of alternative assessment techniques of reading comprehension on the participants' self-efficacy in reading and their performance in reading comprehension. Matching items, gap filling items, C-tests, editing tasks and ordering techniques were used as alternative assessment techniques as replacements to traditional techniques such as multiplechoice type or essay-type items. Based on the proficiency test results, 77 intermediate junior high school students were selected from among 99 students in intact classes as the participants. The instruments included an adapted self-efficacy-in-reading questionnaire, the KET test and a reading comprehension test developed and piloted by the researchers. The results of t-test analyses indicated that the learners were significantly aware of self-efficacy while involved in reading comprehension of their English textbook texts. In other words, the participants possessed high self-efficacy in reading as measured by the questionnaire mentioned above. However, the findings revealed no significant effect for the use of alternative assessment techniques on the participants' self-efficacy in reading comprehension. Finally, the t-test results indicated a significant effect for the use of alternative assessment techniques on the participants' performance on the reading comprehension test.

Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers

“…Advocates of alternative assessment approaches have promoted their positive and strong impact on raising learner academic self-efficacy as well as the major role they play in learners' ultimate success (Khodarahimi, 2010;Ören, Ormanci & Evrekli, 2011;Ören, Ormanci & Evrekli, 2014;Sahin-Taskin, 2014;Aliasin & Amanlu, 2017). Researchers have defined teacher self-efficacy as "teachers' perceptions of their own competence and their ability to teach as a professional discipline to facilitate students' knowledge, values and behaviors" (Lee & Tsai, 2010, p. 5).…”

“…The relevant literature suggests that alternative assessment practices like self and peer-assessment are important approaches to enhance teachers' self-efficacy (Ören, Ormanci & Evrekli, 2014;Sahin-Taskin, 2014;Aliasin & Amanlu, 2017). Pre-service student teachers through using alternative assessment will identify strengths and weaknesses to support their own learning and teaching process (Van Diggelen, Den Brok & Beijaard, 2013;Nilsson, 2013).…”

“…In recent years, alternative assessment methods have emerged as a nontraditional approach that depends on students' active role in a multidimensional assessment process that determines what they know and can do and, on that basis, evaluates their performance (Tatar & Buldur, 2013). Advocates of alternative assessment have noted its positive influence on enhancing students' performance, acquisition of knowledge, and learning skills (Hussein & Tawfik, 2016;Uto & Ueno, 2016;Aliasin & Amanlu, 2017). Alternative assessment is defined as "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" (Aliasin & Amanlu, 2017, p. 161) in order to measure students' performance and achievement.…”

Using Alternative Assessment to Assess Undergraduate EFL Students at Yemeni Universities: Challenges from the Perspectives of Faculty

“…It is a complementary process of teaching that should be planned and designed in the light of the teaching methods and the learning objectives (Stoynoff, 2012) in order to measure the level of students learning against the stated objectives and contribute to teaching improvement. This connectedness between assessment and teaching and learning makes any change in teaching and learning and their theories inevitably leads to change in the views on assessment (Aliasin & Amanlu, 2017). Therefore, the recent sociocultural view of learning and the shift towards a constructivist learning paradigm in the last few decades spurred the appearance of new perspectives on assessment, such as assessment as a tool for learning or assessment culture reflected in the uses of alternative assessment (AA) (Gielen, Dochy, Dierick, 2003;Stoynoff, 2012).…”

“…AA is characterized by some features that make it a valuable assessment tool for EFL/ESL learners. In EFL/ESL context, AA is seen as an ongoing process that involves assessing the learners' progress and competence in language over time, depending in that on numerous sources of evidence and various nonconventional assessment strategies (Aliasin & Amanlu, 2017;Barlow & Coombe, 2000;Gielen et al, 2003;Hamayan, 1995), such as teacher observations, performance assessment, portfolio assessment, self-assessment, and peer assessment. This allows English teachers to address students' diverse learning styles (Al-Mahrooqi & Denman, 2018;Barlow & Coombe, 2000;North Carolina State Department, 1999) and to focus on any particular language aspect or skill (North Carolina State Department, 1999).…”