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Культура речи учителя отражает способность учителя завораживать публику слушателей.
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CHARACTERISTICS OF ALTERNATIVE ASSESSMENT Khaknazarova Z.A.
Khaknazarova Zilola Azamatovna - Teacher, DEPARTMENT OF ENGLISH LANGUAGE TEACHING METHODOLOGY, ENGLISH LANGUAGES FACULTY 2, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: various alternative assessments have gained popularity in recent years because of the observed drawbacks of traditional assessment. Alternative assessments procedures are checklists, journals, logs, and videotapes. Other examples include portfolios, conferences, diaries, self-assessments, and peer assessments. Some common characteristics of alternative assessments are that they require students to use higher thinking and problem solving skills, tasks are meaningful and challenging, and process is assessed as well as product. Keywords: alternative assessment, ESL, rubrics, evaluation, tests.
Alternative assessments evaluate students on what they produce during day-to-day classroom activities [3]. Anderson [1] states that because different people have different interpretations about knowledge, it is impossible to agree on a single meaning. She claims alternative assessment assumes that knowledge has multiple meanings, so individuals can bring their own interpretations. Anderson also asserts that the purpose of assessment is to facilitate students' learning, not to classify students. In other words, alternative assessment methods allow students to display their proficiency in an extended process and induce less anxiety than traditional assessments.
The study showed composing strategies common both to the ESL students across course placement and language proficiency levels and to L1 and L2 writers, but found that the two groups of students differed in how they felt about revising their work. Non-native students were more open to editing and correcting their work. Based on the finding, it could be suggested that instruction that is focused on the process of revision can be more effective for non-native writers. The emphasis on the writing process can help the learners analyzed their strengths and weaknesses in their compositions.
Levine [4] also advocates alternative assessment that focus on task-based instruction by showing that maximal use of the target language and extensive exposure and contact with the language places students in an environment where the target language must be used, thus simulating a realistic environment. Active participation in task-based activities, such as role plays, help students use what is learned in the classroom. Assessment that is geared towards
what the students actually learned and practiced in class will help enhance learning and create positive washback.
The drawbacks of traditional types of tests are that they force test-takers to write under timed conditions and that test-takers have to respond to unfamiliar topics. Furthermore, Timed-essay tests disregard the writing process, for it limits writing as first-draft writing. In addition, a majority of students who had low scores on timed writing tests did got significantly higher scores when classroom writing was assessed. The studies on alternative assessment attempted to show the benefits but did not provide supporting data or analysis to support their analysis. Brown and Hudson [2] suggested various methods of alternative assessment to evaluate ESL learners, but did not provide evidence as to why alternative assessment is better for ESL students than traditional types of writing assessment. Their ideas might be more helpful to ESL instructors if they provide specific guidelines or example evaluation rubrics to supplement their arguments.
Anderson [1] provides a good overview of how test can shape society's judgments and knowledge of language competence. It also shows examples of different studies on the topic of language policy and the power of tests. The different argument she brings about language assessment and its relation to policy and power relates to current issues related to developments in large-scale standardized tests and their influences on language instruction and washback in diverse communities in which the tests are used. She, however, does not give concrete suggestions on how tests should be used and developed for tests to become positive influences to society.
In Levines [4], the suggestions for classroom implications were sensitive to the needs of classroom teachers. However, the author might want to provide more examples of the coding that she used to support her study. Only eight subjects were involved with four students in each group, so any conclusions must be viewed as tentative and need to be supported by further research on more ESL students at similar levels. He suggests a realistic, task-based approach to second language learning in university-level foreign language classrooms. However, it might be more persuasive if the author could show the effects of these methods on student learning. The suggested ideas seem effective, but it will be better if the author can provide empirical results.
Other studies by Huerta-Macias [3], Anderson [1] provide good overviews and explanations of alternative assessment and compare alternative assessment and traditional types of assessment. The comparisons do help the readers to understand the strengths of alternative assessment, but fail to build up their arguments by producing empirical data that show students' improvement.
References
1. Anderson R.S. (1998). Why talk about different ways to grade? The shiftroom traditional assessment to alternative assessment. New Directions for Teaching & Learning. 74, 516.
2. Brown J.D. & Hudson T, 1998. The alternatives in language assessment. TESOL Quarterly. 32, 563-675.
3. Huerta-Macias A., 1995. Alternative assessment: Responses to commonly asked questions. TESOL Journal. 5, 8-11.
4. Levine G.S., 2004. Global simulation: A student-centered, task-based format for intermediate foreign language courses. Foreign Language Annals. 37, 26-36.
