Abstract:

This study aims to examine the instructors’ practices of alternative assessment and the students’ perceptions towards using this kind of assessment in teaching English as a foreign language at Hebron University. This paper explores what alternative assessment tools the students prefer most and the instructors use frequently. In this quantitative study, the researchers used a 25-item questionnaire to gather data. 100 students from the English Department at Hebron University in Palestine were involved in the study, comprising 96 females and 4 males, aged 19 to 28, from various academic years. The finding indicated that the participants tended to have positive views towards alternative assessment means. Specifically, the results revealed that the majority of the participants preferred means of assessment such as writing reports, doing presentations, discussions, critical thinking activities, and portfolios over traditional exams. They indicated that using alternative assessment increases creativity, reduces stress and help them to better demonstrate their skills, abilities, and knowledge. Furthermore, the participants regarded the alternative assessment methods to be fairer and less anxiety-inducing compared to traditional assessment tools. Finally, the findings also revealed the means of alternative assessment practices and activities that instructors at Hebron University implement in their courses. The researchers suggested some recommendations and solutions to address potential problems encountered by both students and instructors when applying alternative assessment means.