USING ALTERNATIVE ASSESSMENT TO IMPROVE EFL LEARNERS’ LEARNING ACHIEVEMENT: FROM THEORY TO PRACTICE

✍ Scribed by HOANG YEN PHUONG & THI VAN SU NGUYEN

• Publisher: Nova Science Publishers
• Year: 2019
• Tongue: English
• Leaves: 170
• Category: Library

✦ Synopsis

This book reviews recent theory and research on language alternative
assessment in EFL (English as a Foreign Language) classroom contexts and
offers pedagogical implications for foreign/second language practitioners,
administrators and presents future research directions for language
researchers.

✦ Table of Contents

Contents
Preface
The Intended Audience of the Book
The Organization of the Book
Chapter 1
The Use of Alternative Assessment in Language Teaching Context: A Review of Portfolio Assessment in L2/EFL Writing Courses
Abstract
Introduction
Methods
Literature Sources
Findings
Theoretical Basis of Alternative Assessment
The Implementation of Portfolio Assessment in Writing Courses
Portfolio Assessment – An Overview
Empirical Research on the Implementation of Portfolio Assessment in Writing Courses
Conditions for Successful Implementation of Portfolio Assessment in Writing Courses
Feedback
Students’ Capacity in Composing Portfolio
Discussion and Implications
Pedagogical Recommendations
Quality Feedback
Enhance Students’ Capacity of Reflection on Learning Achievement and Demonstration
Recommendation for Future Research as to Portfolio Assessment in EFL Teaching
Conclusion
References
Biographical Sketches
Chapter 2
English Curriculum Reform and Formative Assessment Policies: Cross-Case Analysis - Implications for Alternative Assessment Research in Vietnam
Abstract
Introduction: Alternative and Traditional assessment
Alternative-Formative Assessment and Curriculum Policies
Potential Challenges in the Enactment of Alternative/Formative Assessment Policies
The Chinese Alternative/Formative Assessment Policy: The College English Curriculum Reform
The Vietnamese Reformed Curriculum and Assessment Policy: The Piloted General English for Schools
Implications for Teacher Trainers and Researchers in Vietnam
References
Biographical Sketch
Chapter 3
The Use of Self-Assessment to Improve EFL Students’ Speaking Performance: A Review
Abstract
Introduction
Methods
Findings
Self-Assessment in Language Teaching
Criteria for Effective Self-Assessment
Benefits of Self-Assessment
Using Self-Assessment in Speaking Skills
Benefits
Self-Assessment Tools for Speaking
Research on the Use of Self-Assessment in EFL Students’ Speaking Performance
Research on the Validity of Speaking Self-Assessment
Research on the Effects of Self-Assessment on Students’ Speaking Performance
Discussion and Conclusion
References
Biographical Sketch
Chapter 4
Performance-Based Assessment: Implications to English Language Classrooms
Abstract
Introduction
Definitions and Philosophies of Performance-Based Assessment
Characteristics of Performance-Based Assessment
Washback Effects of Performance-Based Assessments
Strengths of Performance-Based Assessments
Downsides of Performance-Based Assessments
Implications of Performance-Based Assessments to English Language Classrooms
References
Biographical Sketch
Chapter 5
Impact of Online Peer Feedback on Students’ Writing Performance and Attitude
Abstract
Introduction
Literature Review
Peer Feedback
Peer Feedback in Learning How to Write
Peer Feedback in Writing a Second Language via Facebook
The Study
Research Questions
Participants
Research Instruments
Research Procedure
Findings
The Effects of Facebook on Students’ Writing Performance
Students’ Attitudes towards the Use of Facebook for Peer Feedback
Facebook as a Good Means for Peer Feedback and Learning English
Skills and Knowledge Students Gained from Peer Feedback on Facebook
Difficulties the Students Encountered in the Process of Peer Feedback on Facebook
Conclusion and Implications
References
Biographical Sketches
Chapter 6
Benefits and Challenges of Using Analytic Rubrics for Students’ Speaking Self-Assessment
Abstract
Introduction
Literature Review
Rubrics
Benefits of Rubrics
Challenges of Using Rubrics
The Study
Participants
The Questionnaire
Research Procedure
Findings and Discussion
Students’ Perception toward the General Benefits of Analytic Rubrics for Self-Assessment
Students’ Perception toward the Benefits of Analytic Rubrics in Self-Evaluating Their Preparation for Oral Presentation
Students’ Perception toward the Benefits of Analytic Rubrics in Evaluating Their Own Oral Presentation
Students’ Perceptions toward the Challenges of Using Analytic Rubrics for Their Speaking Self-Assessment
Conclusion
References
Biographical Sketches
Chapter 7
The Implementation of Portfolios in Academic Writing Classroom
Abstract
Introduction
Review of Relevant Literature
Definitions of Portfolio and E-Portfolio
Benefits and Challenges of Using the E-Portfolio as an Assessment Tool
Definitions of Autonomy and Autonomous Learners
Autonomy
Autonomous Learners
Stages of Autonomous Learning
Levels of Autonomous Learning
Portfolios and Learner’s Autonomy
Previous Relevant Research Findings
Research Method
Setting and Participants
Contents of Students’ Portfolios and Criteria to Evaluate Their Tasks
Instrument and Data Collection
Findings
Findings from the Paper-Based Portfolio Group
Findings from the E-Portfolio Group
Discussion
Conclusion
References
Biographical Sketch
Editors’ Contact Information
Index
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