Category: Alternative assessment


Empowering and Engaging the ESL Learners in the Task-Based ESL Curriculum Evaluation

The research delved into evaluation as central to curriculum planning, designing, and implementation in the teacher-initiated negotiated curriculum. What seemed to be a reverse approach in the process was explored in a quantitative-qualitative approach in data collection. Three (3) ESL classes in the tertiary level participated in the study utilizing a survey questionnaire and focus


Finding a Voice in EFL Classroom Discussions: A Bakhtinian Interpretation of Formative Assessment

This presentation will give a Bakhtinian micro-evaluation of formative assessment practices for classroom discussions in a Japanese university classroom. Students in mixed level classes engaged weekly in opinionated discussions. The discussions involved the students in making arguments for and against rules in their daily lives. The discussions were recorded and students kept an online journal


Toward Authentic Language Assessment: A Case in Indonesian EFL Classrooms

Meaningful assessment in Indonesian newly-instituted curriculum (the 2013 curriculum) of EFL now shares a more central position as the curriculum requires that the classroom instruction and learning has to be conducted in thematic integrative approach where authentic assessment is a core; while assessment practice has long been widely traditional where quantitatively-oriented tests are dominant, mostly


Grammaticality Judgement Test: Does it Reliably Measure English Language Proficiency?

Language assessment is an important activity in any language classroom. Out of the various tests or measurements of grammatical competence, one method known as grammaticality judgement is by far the most controversial albeit its advantages in gauging linguistic competence. Research studies on grammatical judgement tests (GJTs) are still getting contradictory research results since its introduction