Teacher Education College English Language Teachers’ Practices and Challenges of Alternative Assessment Selected Colleges in Focus
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Abstract
The study investigates the practices and challenges of alternative assessment among English language teachers in teacher education colleges. Utilizing a descriptive design with a mixed methods approach, data were collected from 56 teachers of English as a foreign language through both close-ended questionnaire and semi-structured interviews. Descriptive statistics including frequency, percentage, mean, and standard deviation were computed using SPSS version 23, while qualitative data were thematically analyzed through narrative techniques. The findings indicate that the practice of alternative assessment is not effective, due to a range of challenges: student-related challenges, teacher-related challenges, challenges specific to alternative assessment methods, and resources. The study concludes that enhancing alternative assessment practices and addressing these challenges are crucial for improving the effectiveness of alternative assessments among EFL teachers in teacher education colleges. Based on these insights, the study recommends strategies to strengthen alternative assessment practices, ultimately aiming to enhance both teaching effectiveness and student learning outcomes.
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