ESL Teachers’ Knowledge, Skills and Perceptions in Alternative Assessment: A Malaysian Context
The study investigated nine ESL teachers’ knowledge, skills and perceptions in alternative assessment in the Malaysian ESL classroom context. The teachers were observed five times during two hours of English lesson to record details related to the knowledge and skills they use
for alternative assessment. The teachers observed were then interviewed via semi-structured interviews. Data collected through both techniques were transcribed and analyzed manually. Data obtained from observations and interviews were analyzed qualitatively following the thematic approach.
The data obtained were taken holistically and organized under themes according to the research questions and issues raised. Results revealed that teachers’ knowledge and skills in utilizing the alternative assessment facilitated students in setting academic and personal goals (what actually
the students want to learn). Teachers’ perception towards the alternative assessment revealed that students absorbed learning better in the classroom specifically as they were able to recognize and internalize what has been taught. The teachers displayed immense effort in trying to introduce
and explain the benefits of using alternative assessment to their students. The results have clear implications for teaching and learning of second language learning.
Document Type: Research Article
Publication date: 01 July 2015
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