University students‘ attitudes towards alternative assessment in FLT

University students‘ attitudes towards alternative assessment in FLT

Josifovic Elezovic, Sanja

This paper describes a small-scale study of newly enrolled university students regarding their views of nontraditional strategies of assessment in foreign language teaching. Taking into account the importance of attitudes to student motivation for learning, as well as contemporary education reform issues related to assessment, the research investigates students‘ attitudes towards alternative assessment methods, primarily peer, self and portfolio assessment, following a one semester, undergraduate course at University of Banjaluka. Attitudes of students from 3 different faculties - Philology, Philosophy, and Technology, are explored and compared. The findings reveal that majority of students endorse alternative assessment techniques in FLT, and suggest their implementation in other subjects. This research confirms numerous benefits of alternative assessment application at university level, supporting beliefs of other researchers that using alternative assessment techniques to assess student learning can lead to increased self reflection, higher cognitive skills development, improved intrinsic motivation, creativity, communication, cooperation, integration of language skills and enhanced overall student performance. In conclusion, benefits for students, teachers and institutions have been summarized, and the use of alternative assessment recommended as an effective supplement, if not replacement, to traditional tests and exams, which will suit the needs of individual students by paying more respect to their personal, linguistic and sociocultural diversity.

Conference or Workshop Item
PeerReviewed

2011-05

580