Alternative assessment as perceived by EFL teachers

Maimouna Al-Ruqeishi, Salma Al-Humaidi

Research output: Contribution to journalArticlepeer-review

3 Citations (SciVal)


This study is based on the responses of 224 EFL (English as a Foreign Language) teachers of grades 5-8 in the Omani Basic Education context to a survey about using alternative assessment tools. The results show that teachers perceive this type of assessment to be adequate in some aspects such as their direct linkage between instruction and assessment that develops teacher's sense of reflection and fosters students' awareness of their learning. In addition, teachers perceive the training and support they have received to be adequate. However, the findings reveal some problems that hinder the effectiveness of alternative assessment in the Omani context. Based on the findings of this study, implications and recommendations are suggested.

Original languageEnglish
Pages (from-to)88-101
Number of pages14
JournalIUP Journal of English Studies
Issue number3
Publication statusPublished - 2016

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Literature and Literary Theory


Dive into the research topics of 'Alternative assessment as perceived by EFL teachers'. Together they form a unique fingerprint.

Cite this