Assessing students in English Second Language courses: The role of alternative assessment tools in language instruction
| 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.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.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.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 |