TEACHER EDUCATION COLLEGE ENGLISH LANGUAGE TEACHERS’ PERCEPTIONS OF ALTERNATIVE ASSESSMENT: THE CASE OF SELECTED COLLEGES IN ETHIOPIA
Keywords:
alternative assessment methods, traditional assessment methods, English language teachers, teachers’ perceptions, teacher education collegesAbstract
Alternative assessment methods have garnered widespread recognition as effective strategies to overcome the traditional assessments’ limitations and to enhance the overall assessment context within the intsructional process. This study investigated the perceptions of alternative assessment among English language teachers in teacher education colleges across three colleges. Data were collected from 56 English language teachers using a mixed‑methods approach, gathering data via close‑ended questionnaires and semi‑structured interviews. Quantitative data were analyzed using SPSS, while qualitative data were examined narratively. The findings revealed that English language teachers held a positive insight into alternative assessments. Additionally, the ANOVA analysis indicated that no there were statistically significant differences in perceptions among the English language teachers. As a result, the alternative hypothesis (H1) was rejected and the null hypothesis (H0) was accepted. These results highlight a general consensus among English language teachers regarding the value of alternative assessment methods. However, the uniformity in perceptions underscores the need for further exploration into the factors influencing the implementation of these strategies across different educational contexts.
