Assessing students in English Second Language courses: The role of alternative assessment tools in language instruction select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

DSpace Repository

Show simple item record

dc.contributor.author Hamakali, Hafeni P.
dc.contributor.author Lumbu, Simon D.
dc.date.accessioned 2017-03-11T12:01:17Z
dc.date.available 2017-03-11T12:01:17Z
dc.date.issued 2016
dc.identifier.citation Hamakali, H.P., & Lumbu, Simon. D. (2016). en_US
dc.identifier.issn 2026-8297
dc.identifier.uri http://hdl.handle.net/11070/1916
dc.description.abstract This conceptual paper is an analysis of the role of alternative assessment (AA) tools in English language instruction. AA tools tend to be less formal than traditional testing; they gather information rather that at one point in time; and they are rather formative than summative in nature (Alderson & Banerjee, 2001). There has been increasing criticism of standardized test and examinations and it has brought into question the value of other indirect approaches to language assessment. Research has shown that these approaches provide a wealth of information which can inform a more valid interpretation of standardized test or examination results. The results of this analysis could be useful in informing language instructors, language material developers, language teacher trainers, as well as curriculum designers. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject English en_US
dc.subject Language instructions en_US
dc.subject Alternative assessment tools en_US
dc.title Assessing students in English Second Language courses: The role of alternative assessment tools in language instruction en_US
dc.type Article en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record