THE USE OF ALTERNATIVE ASSESSMENT FOR UNDERGRADATE STUDENTS

Authors

  • Lailatul Fitriyah State University Of Surabaya

DOI:

https://doi.org/10.33752/discovery.v6i2.1794

Abstract

Abstract In recent years, there are more choices to assess students’ abilities and
understanding in language skill. As assessment plays an important role as the
measurement in checking all steps and the results of language learning, this article
describes a study that examine the use of alternative assessment for Indonesian
undergraduate school students applied by English lectures from two different
universities. This study uses surveys and interviews to examine (a) the process of
alternative assessment for undergraduate students, (b) the students’ response using
alternative assessment, (c) students’ result after being assessed by alternative
assessment. So that, the conceptual frameworks taken from this study are: (a)
alternative assessment’s process, (b) alternative assessment’s benefits, and (c)
responsive pedagogy. This study also explores the impact of alternative assessment in
assessing students in the classroom. The results of the survey revealed the majority of
teachers felt that the alternative assessment helped them in assessing the students, as
well as evaluating their beliefs and biases, thereby supporting the idea of incorporating
more exercises and activities into English classes. The findings show that alternative
assessment is necessary to be applied in teaching and learning since by applying this kind
of assessment, the students be able to understand and can practice it in their daily
activity. Alternative assessment also has positive response from students since it is
understandable to be practiced.

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Published

2021-09-05