Enhancing language education through alternative assessment practices in technology-based settings

Abstract

It is believed that assessment practices can range hugely from standardized norm-referenced procedures to classroom-based and criterion-based formative assessment practices in order to measure students’ language proficiency and enhance instructional practices. A recent move is directed towards indirect and alternative approaches to classroom language assessment that conduct diverse performance-based linguistic tasks in genuine real-life contexts which can be regarded as the core of instruction. Hence, English as a foreign language (EFL) teachers can boost the interaction of assessment and instruction through the evaluation of linguistic competence and higher-level skills such as problem-solving, creative thinking, reflecting, and synthesizing in online environments. To gather, record, and evaluate meaningful and authentic language performances formatively, EFL teachers can flexibly and naturally use alternative assessments by incorporating online technology-based tools, platforms, and sites, namely artificial intelligence chatbots, learning management systems, social apps, and others even when students are not present in class. Language students are supposed to conduct self- and peer-assessment, portfolios, conferences, audiovisual recordings, observations, diaries, and checklists while they are not in class through technology-based practices. Thus, language students can become autonomous in their assessment practices via technology as they are connected to teachers and students, can reach immediate feedback, have lower anxiety, develop continuously, take greater opportunities, and develop reflectively and meaningfully. To this end, the purpose of this study is to explore what alternative assessment practices were used in technology-based settings and how they helped learners develop their competence and abilities.