INTRODUCTION 1.1 Background of the study
Rationale of the study
It is a misconception that testing and assessment are solely the domain of experts, while teachers should remain uninvolved In reality, educators play a crucial role in language assessment, as they possess unique insights into their students and classroom dynamics This knowledge allows teachers to select or create assessment tools that align with their students' motivations and learning objectives Prominent scholars like Heaton (1988), Brown (1994), and McNamara (2000) emphasize the importance of teachers having professional knowledge and participating in assessment design to enhance teaching effectiveness For English teachers, a thorough understanding of testing and assessment not only facilitates the creation of suitable assessment methods but also informs and improves instructional strategies.
Testing and assessment significantly influence language teaching and learning through the backwash effect A well-structured assessment program can foster a positive learning environment, whereas a poorly designed one may generate negative attitudes towards the educational process Consequently, any changes in teaching methods should be accompanied by corresponding adjustments in assessment approaches.
The shift from a term-based to a credit-based education system in Vietnam necessitates a reevaluation of assessment practices to effectively measure student performance over time This new approach requires educators to develop assessment methods that promote self-directed learning, moving away from traditional timed tests that prioritize memorization and grades over genuine understanding To foster independent thinking and lifelong learning, it is essential to implement continuous, performance-based assessments that evaluate students' critical thinking skills and their capacity to tackle open-ended tasks.
Alternative assessment has emerged as a significant development in language testing and assessment, addressing the need for innovative evaluation methods Various studies by researchers such as Snyder, J., Elliott, S., and Bhavnagri, N P have explored its effectiveness and implementation.
& Boyer, J (1993), Pollari, P (1999), Makarchuk, D (2003), Zhao, X and Kim, J
Most studies on alternative assessment in English Language Teaching (ELT) are case studies that investigate specific types of alternative assessment tailored to particular contexts, with Kavaliauskiene’s research being a notable exception as it focuses on alternative assessment in English for Specific Purposes (ESP) However, there is a lack of research examining teachers' attitudes and perceptions regarding alternative assessment methods.
Finally, in Vietnam, while much attention has been paid to CLT approach and its application in EFL environment, there is little concern about ESP context except for
The current study addresses the significant gap in research regarding testing and assessment in English for Specific Purposes (ESP), particularly in the context of alternative assessment methods Despite the limited studies in the English as a Foreign Language (EFL) environment, notably only one by Truong (2007) on alternative assessment, there remains a notable absence of insights into teachers' perceptions and the practical application of these assessments in ESP settings This research aims to explore these critical issues further.
Objectives and research questions
This study aims to identify the key concerns of teachers in the ESP department, providing insights into their perceptions and practices regarding alternative assessment in ESP classes The findings will clarify how teachers view and implement these assessment methods.
To raise teachers’ awareness of alternative assessment and its importance
To find out the practice of alternative assessment in ESP classes at Hue University
To get a deeper understanding of alternative assessment, which is very essential for my colleagues and me in our teaching career
To provide some practical and sufficient suggestions on making alternative assessment more effective in ESP classes
The research questions stem directly from the conceptual framework, literature review, and objectives of the study Specifically, this study is conducted to answer the following questions:
1 What are teachers’ perceptions about alternative assessment in ESP classes?
2 How is alternative assessment used in ESP classes at Hue University?
3 What problems do teachers encounter in applying alternative assessment in ESP classes at Hue University?
Scope of the study
This study focuses exclusively on English for Specific Purposes (ESP) teachers at the ESP department of Hue University, College of Foreign Languages The findings are applicable only to this specific department and cannot be extended to other disciplines within the university or to ESP educators in different settings.
Organization of the study
The thesis is divided into five chapters, which are organized as followed:
Chapter 1 serves as the introduction to the thesis, establishing the context and significance of the study It outlines the background and rationale, presents the objectives and research questions, and defines the scope of the research while detailing its organization.
Chapter 2 provides a comprehensive overview of the key theoretical frameworks surrounding the topic, highlighting significant issues that emerge within the field It also includes a summary and critical evaluation of related studies conducted by other researchers, offering valuable insights into the existing literature.
Chapter 3 provides a comprehensive overview of the study's methodology, detailing the research questions, approach, and the various methods and instruments employed for data collection It also outlines the participant selection process and the analytical techniques used to interpret the data.
Chapter 4 presents general results and major findings from the results
Chapter 5 provides some pedagogical implications of the study based on the findings in the previous chapter as well as some suggestions for further research of the issue.
LITERATURE REVIEW 2.1 Testing, assessment and evaluation
Alternative assessment: Definitions and forms
There is a variety of terms used to indicate this assessment method The most frequent ones include:
Alternative assessment (Hancock, 1994; Hamayan, 1995; Brown and Hudson, 1998; Smith, 1999; Brown, 1994, 2001, 2004; Huerta-Macía, 2002; Zhao and Kim 2003; Tsagari, 2004; Kavaliauskiene et al., 2007; Lewis, 2008)
Authentic Assessment (Cumming and Maxwell, 1999; Darling-Hammond,
1994; Elliott, 1991; Fradd et al., 1994; Kohonen, 1997, 1999, 2000; Newman et al., 1998; O’Malley and Valdez Pierce, 1996; Terwilliger,
1997, 1998; Wiggins, 1989a, 1989b, 1993; Wolf et al., 1991; Hart, 1994)
Performance Assessment (Aschbacher, 1991; Shavelson et al., 1992;
Continuous assessment (Heaton, 1990; Bruton, 1991; Glover and
On-going assessment (Carbery, 1999; Croker, 1999)
Various terms are used to describe this type of evaluation, including informal assessment, descriptive assessment, direct assessment, dynamic assessment, instructional assessment, responsive evaluation, complementary assessment, formative assessment, portfolio assessment, situated assessment, and assessment by exhibition (Tsagari, 2004).
Authentic assessment represents a modern approach to language evaluation, distinct from traditional methods, emphasizing real-world application of skills It aligns closely with everyday reading and writing experiences outside the classroom, focusing on demonstrating student competencies While the terms associated with this assessment method share similarities, they each carry unique nuances Specifically, "authentic" refers to tasks that mirror real-life situations, while "performance" highlights the necessity for students to engage in meaningful activities.
The term "continuous assessment" highlights a long-term evaluation process that differs from traditional tests conducted at specific moments This method is characterized by its informal and direct nature, requiring students to demonstrate proper language use within context through various means, such as contextualized assessments and portfolio assessments.
Alternative assessment refers to non-traditional methods of evaluating student performance, distinguishing itself from conventional approaches This term encompasses various forms such as performance assessment, authentic assessment, continuous assessment, and portfolio assessment, all of which contribute to a broader understanding of student evaluation By using the term "alternative assessment," this paper aims to highlight its generic nature and its ability to integrate commonly used assessment characteristics (Tsagari, 2004).
Alternative assessment lacks a singular definition and is often differentiated from traditional standardized testing by various labels (Huerta-Macía, 1995) According to Hamayan (1995), it encompasses procedures and techniques that can be effectively implemented within instructional contexts.
Alternative assessment is viewed as an ongoing evaluation method that assesses student performance in a manner distinct from traditional approaches This method can be seamlessly integrated into daily classroom activities or school routines, enhancing the overall learning experience (Huerta-Macía, 2002; Hancock, 1994; Worthen & Kappan, 1993; Brown, 2004).
Alternative assessment focuses on evaluating student performance through a performance-based approach, enabling teachers to highlight the importance of communication in language learning for meaningful purposes (NCLRC, 2003, 2004) This method uniquely allows educators to consider qualities such as effort, persistence, and attitude, which cannot be measured through traditional assessment methods (Heaton, J B).
Alternative assessment can occur beyond the classroom or institution, as highlighted by Smith (1999), who notes that it allows subjects to demonstrate their knowledge in diverse formats at different times (p.703) This approach is further reinforced by earlier research, emphasizing its flexibility and adaptability in evaluating student understanding (1990, p.116).
Although different authors provide different definitions, it can be recognized that alternative assessment is a new approach in language testing that should cover some following prominent criteria
The assessment of students focuses on their ability to use a language rather than simply knowing it, taking into account various factors such as learning styles, language proficiencies, cultural and educational backgrounds, and grade levels (Tannenbaum, 1996).
The approach emphasizes documenting student growth over time as a method or procedure, rather than comparing students against one another (Tannenbaum, 1996; Pierce & O’Malley, 1992; Stiggins, 1987, as cited in Barlow, 2003).
Third, it takes place continuously at different times and in parallel with learning rather than a separated process
The article emphasizes that the focus is on activities that demonstrate genuine advancement toward educational objectives, mirroring tasks found in both classroom and real-world environments (Baron, 1992; Stiggins, 1987, as cited in Barlow, 2003) A detailed discussion of the pros and cons of alternative assessment will be provided in section 2.4.
Alternative assessment encompasses various forms tailored to the specific skills and knowledge being evaluated There is no universally accepted list of these forms, as different authors present distinct classifications For instance, Anderson (2009) and Reeves & Okey (1996) categorize alternative assessment into three primary types: authentic assessment, performance assessment, and portfolio assessment Cosgrove (1999) identifies five forms, including journals, open-ended questions, portfolios, interviews, and performance evaluations Additionally, Brown (2004) outlines six types, which are self-assessment, peer-assessment, journals, conferences, portfolios, and cooperative test construction.
In 2002, alternative assessment was classified into six forms, differing from Brown's framework by excluding conferences and cooperative test construction, while incorporating interviews and project work.
Alternative assessment encompasses a variety of methods, including conferences, debates, demonstrations, diaries, dramatizations, exhibitions, games, observations, peer assessment, portfolios, projects, self-assessment, storytelling, and think-aloud techniques, as noted by numerous authors such as Michael et al (2008), Cohen (1994), and others (Tsagari, 2004).
There is significant disagreement among authors regarding the classification of alternative assessment, as terms and categories vary widely Despite these differences, many terms essentially address similar issues Notably, researchers like Anderson (2009), Cosgrove (1999), and Pierce & O’Malley (1992) have identified fewer than six main types of alternative assessment, each with various sub-types Furthermore, alternative assessment is often discussed in a broader context, applicable to various subjects beyond language or English teaching Consequently, the forms of alternative assessment can differ based on specific contexts Additionally, while authors mention common forms of alternative assessment, they acknowledge that the list is not exhaustive In conclusion, the term "alternative" encompasses a wide range of assessments, leading to diverse perspectives among authors.
Alternative assessment vs traditional assessment
The shift from traditional assessment to alternative assessment has emerged as a key aspect of educational reform, driven by the growing recognition of how testing impacts curriculum and instruction (Dietel, Herman, and Knuth, 1991, as cited in Dikli, 2003) Alternative assessment employs non-traditional methods to evaluate student performance, focusing on students demonstrating their abilities rather than merely recalling information This approach emphasizes the integration and production of knowledge, distinguishing it from conventional assessment practices (Huerta-Macía, 2002).
Table 2.1: Contrasting traditional and alternative assessment
Focus on the “right” answer
Continuous long-term assessment Untimed, free response format Contextualized communicative tasks Individualized feedback and washback Criterion-referenced scores
Open-ended, creative scores Formative
Oriented to process Interactive performance Fosters intrinsic motivation
The table highlights the key differences between traditional and alternative assessment methods Traditional assessment, characterized by its indirect and inauthentic nature, tends to place significant pressure on students due to its timed exams, which demand considerable effort for favorable results (Bailey, 1998) These assessments are typically single-occasion tests, measuring student performance at a specific moment, without providing insights into their progress or the challenges faced during the test (Law and Eckes, 1995, as cited in Dikli, 2003) Furthermore, traditional assessments often focus on a single correct answer, limiting the evaluation of students' creativity in language use Additionally, this method is frequently disconnected from the curriculum and instruction, emphasizing de-contextualized items that do not reflect real-world application.
“learner’s ability of memorization and recall”, which is lower level of cognition skills (Dikli, 2003)
Alternative assessment evaluates higher-order thinking skills and emphasizes the continuous growth and performance of students (Dikli, 2003) This approach allows students to showcase their abilities over time and in various contexts, even if they initially struggle with a task Furthermore, it promotes intrinsic motivation, encouraging learners to engage in activities beyond the assignment's requirements Students are given the freedom to express their language competence creatively, resulting in more interactive performances compared to traditional assessments.
“participate actively in evaluating themselves and one another” (NCLRC, 2003,
Table 2.1 presents alternative assessment but does not imply that it is superior to traditional assessments, nor does it suggest that traditional methods should be discarded Each assessment type has its own strengths and weaknesses, and the choice of method depends on the specific aims and objectives of language learning Brown's table serves as a generalization of the characteristics of these two contrasting assessment methods In practice, assessments rarely exist in pure forms; they typically blend elements from both approaches (Brown, 2004).
Advantages and disadvantages of alternative assessment
Alternative assessment is an innovative method in language testing that addresses the limitations of traditional assessment approaches, particularly in light of the communicative approach to language learning Its distinct advantages make it a valuable option for educators seeking effective evaluation methods.
First of all, traditional assessments which are “one-shot, standardized tests” (Brown,
2004) usually take place at a definite time, whereas alternative assessment is an
The assessment process is a continuous, long-term journey that spans from the initial stages to the conclusion of the course, highlighting its significance Additionally, its alignment with the curriculum ensures consistency with course objectives (Brown, 2004), thereby enhancing motivation for both teachers and students to engage actively in their performance.
Alternative assessment focuses on authentic tasks that require students to perform, create, or produce work, emphasizing competence over intelligence It involves multi-stage tasks and real-world problems that necessitate a creative use of language (NCLRC, 2003, 2004).
Focusing on "how well" instead of "how many" is essential in English language teaching and learning, especially for second language learners This approach encourages students to demonstrate their communication skills rather than simply providing correct or incorrect answers One significant advantage of alternative assessment in our English learning environment is its alignment with Communicative Language Teaching (CLT) principles, which prioritize effective communication.
Alternative assessment is centered on authentic, performance-based activities that engage students with topics of interest This approach allows students to perform, imitate, and replicate real-life tasks, including interviews, journal writing, and dramatizations Additionally, it fosters collaboration through opportunities for both individual and group work.
The tool not only serves as an evaluation method but also fosters confidence and enthusiasm among students By assessing students in a stress-free environment, it creates opportunities for success and leads to improved results.
Alternative assessment methods are effective in learner-centered classrooms as they empower students to evaluate their own learning, fostering self-awareness and enhancing the learning process By incorporating self-assessment, these tools recognize its significance in language learning, ultimately leading to a more engaged and reflective educational experience.
While alternative assessment offers numerous benefits, it also has notable drawbacks A primary criticism is that it can be time-consuming, as it integrates assessment into the entire learning process from start to finish This ongoing evaluation may lead to student fatigue and boredom, as they are continuously scored and graded over an extended period.
Alternative assessment poses significant challenges for teachers, particularly in the area of scoring Educators must invest considerable time and effort to establish predetermined evaluation criteria Additionally, the scoring process needs to effectively measure both content knowledge and language proficiency, necessitating extensive discussions and training among staff Furthermore, using checklists to evaluate student work is inherently more time-consuming compared to traditional single-occasion, norm-referenced tests.
Alternative assessment challenges traditional language assessment criteria, as outlined by Brown (2004), which include practicality, reliability, validity, authenticity, and washback While it effectively meets the principles of validity, authenticity, and washback, it often falls short in terms of practicality and reliability This method is inherently an ongoing process that occurs over time, making it less practical Additionally, the subjective nature of human judgment in grading raises concerns about reliability However, these issues can be mitigated if teachers utilize checklists or predetermined evaluation criteria, ensuring fairness and reducing student dissatisfaction.
Alternative assessment and ESP testing
ESP testing is often regarded as "a relatively neglected area" (Robinson, 1991), with a limited number of publications addressing this topic Alderson highlighted the lack of substantial experience, expertise, and tools in specific purpose testing and evaluation (Alderson & Waters, 1983, as cited in Robinson, 1991, p.73) Despite this, ESP fundamentally involves the English language, meaning that the principles of language learning should apply to ESP teaching and testing as well Thus, the criteria relevant to English Language Teaching (ELT) are equally applicable in the context of ESP.
An ESP test should ideally reflect performance in real-life situations or simulate such contexts, as emphasized by Robinson (1991) and Wesche (1987) Consequently, alternative assessment emerges as the most fitting approach, characterized by its focus on performance-based evaluation and real-life replication.
Related studies on alternative assessment
The literature review on alternative assessment reveals significant diversity in studies across various countries, including Russia, Australia, and Ghana, as well as a range of subjects beyond English, such as mathematics and history Researchers have explored different aspects of alternative assessment, with some focusing on perceptions and attitudes while others examined its application in specific contexts Additionally, while certain studies concentrated on individual types of alternative assessment like portfolios and peer assessments, others investigated multiple types collectively.
Research on perceptions of alternative assessment in education highlights its importance and benefits Cosgrove (1999) emphasized the need for teachers to adopt alternative assessment methods in mathematics classes Similarly, Watt's study (2005) revealed that secondary mathematics teachers in Sydney, Australia, generally held a positive attitude towards alternative assessments, despite concerns about their subjective nature Echoing this sentiment, Eshun and Abledu (2007) found that pre-service female teachers in Ghana also exhibited a significantly positive attitude towards alternative assessment approaches.
In their research, Nickell (1993) and Drake (1997) emphasized the importance of alternative assessment in education Nickell (1993) specifically highlighted that alternative assessment is an effective means of evaluating student achievement in social studies, arguing that traditional assessment methods fall short in measuring civic competence, which is a key goal of social studies education She advocated for the adoption of alternative assessment approaches to better reflect students' understanding and capabilities in this field.
Drake (1997) explored the role of alternative assessment in enhancing history education, arguing that traditional assessment methods primarily promote the recall of isolated facts and focus on lower-order thinking skills He emphasized the necessity of integrating alternative assessment techniques to provide a more comprehensive evaluation of students' historical understanding.
Snyder et al (1993) conducted a pilot study at Wayne State's College of Education, exploring the use of portfolios as a method of alternative assessment for student performance They emphasized that portfolios serve not only as an assessment tool but also as a valuable opportunity for personal and professional idea exchange, fostering enhanced knowledge and collaboration between university and school personnel.
In his 2008 study, Lewis, M A examined peer assessment as an innovative evaluation method aimed at enhancing student learning and class participation His findings indicate that this alternative assessment approach fosters active, autonomous, responsible, and reflective learners Notably, peer assessment promotes increased interactions between students and between students and teachers Ultimately, Lewis concluded that peer assessment significantly improves learners' comprehension of diverse ideas throughout their educational journey.
Zhao, X and Kim, J (2003) conducted a study on alternative writing assessments for EFL students, focusing on the effectiveness of computer-based portfolio assessment They explored current pedagogical practices in China and South Korea, emphasizing the role of technology in enhancing portfolio assessment Their findings highlighted the importance of alternative assessment methods, concluding that electronic portfolios serve as a valuable tool for evaluating college students' writing performance.
Hancock (1994) explored the implementation of alternative assessment in second language programs, highlighting its ability to cater to diverse learning styles and promote inclusivity He advocated for the integration of alternative assessment methods to enhance responsiveness in language education and better evaluate student progress.
Kavaliauskiene, Kaminskiene, and Anusiene (2007) conducted a study at Mykolas Romeris University to explore the challenges of alternative assessment in the development of English for Specific Purposes (ESP) students Utilizing a questionnaire distributed to three groups of learners and analyzing the data with SPSS, the research also included summaries of learners’ reflections to gain deeper insights into learning outcomes Portfolios were used as a key alternative assessment tool to evaluate students' work throughout the academic year The findings indicated that alternative assessment significantly contributes to learner development in ESP, with students' reflections enhancing motivation and self-confidence, ultimately leading to greater success in their learning journey.
In his 2003 study, Makarchuk focused on the use of portfolios as an alternative assessment method in a public speaking course in South Korea By aligning with the perspectives of Valencia and Calfee, he hypothesized that evaluation portfolios could enhance both learning and assessment His survey findings indicated that while portfolios significantly contributed to the learning process, they also presented both strengths and weaknesses in assessment within his specific context.
Truong's study (2007) examined the realities of testing and assessment in language classes across four American universities, analyzing questionnaires from both teachers and students Additionally, class observations were conducted to compare perceptions of continuous assessment between educators and learners The study also explored the rules and regulations regarding testing and assessment in Vietnam as established by the Ministry of Education and Training, reflecting the government's perspective on language assessment Based on these findings, Truong offered suggestions and implications aimed at enhancing the effectiveness of language assessment and testing in Vietnam, particularly at Hue University.
Phan (2009) conducted a study on fourth-year students at HUCFL, revealing that the majority recognized the significance of self-assessment and maintained a positive attitude towards it She emphasized the necessity for educators to enhance students' acceptance of self-assessment, while also encouraging students to continually engage in self-study.
Despite numerous studies on alternative assessment across various subjects globally, research specifically within the English and second language context remains scarce, particularly in Vietnam Most existing studies focus on EFL or ESL learners, with limited attention given to ESP learners Notably, only one study by Kavaliauskiene, Kaminskiene, and Anusiene has explored alternative assessment for ESP students at Mykolas Romeris University Consequently, there is a significant gap in research concerning alternative assessment in the ESP context, especially in Vietnam.
METHODOLOGY 3.1 Research questions
Research approach
This research utilizes a survey-based approach that integrates both qualitative and quantitative methods to address the specified questions It involves a data collection process using convenient, judgment, or random sampling techniques Various methods, such as surveys, observations, and in-depth interviews, are employed to gather data effectively.
Data analysis methods exist on a continuum, with quantitative methods at one end and qualitative methods at the other.
(taken from http://www.worldbank.org/poverty/impact/methods/ datacoll.htm)
The Quantitative analysis method utilizes random sampling and structured data collection tools to categorize diverse experiences into predefined responses, enabling straightforward summarization, comparison, and generalization of results Key data collection instruments in this approach include face-to-face interviews, telephone interviews, computer-assisted personal interviewing (CAPI), paper-pencil questionnaires, and web-based questionnaires.
The Qualitative analysis method is essential for understanding the processes behind observed results and evaluating shifts in people's perceptions It enhances survey-based quantitative research by generating evaluation hypotheses, refining survey questionnaire design, and clarifying quantitative findings Key instruments of this method include in-depth interviews, observation techniques, and document reviews.
This study aims to gather reliable and valid data to address the research questions by replicating the mixed-method approach used by Browder et al (2005) Initially, quantitative data from questionnaires will be analyzed using SPSS to assess teachers' perspectives and attitudes towards alternative assessment in ESP classes, as well as the challenges they encounter in implementing this assessment method The quantitative findings will then be compared with qualitative insights gained from in-depth interviews to provide a comprehensive understanding of the relevant issues.
Participants
The study involved 40 teachers from the ESP Department of Hue University-College of Foreign Languages, comprising 5 males and 35 females aged between 26 and 50 This number represents the entire faculty of the department, making the participants' age and gender irrelevant to the focus of the current research.
All teachers involved in the study have experience in teaching and assessing English for Specific Purposes (ESP), making them crucial to the research's success From a pool of 40 teachers, five were selected for follow-up in-depth interviews, with their information summarized in the table below.
Table 3.1: Summary of the participants
Data collection instrument male female
Teaching years (ranged from…to….) questionnaire 5 35 24-54 1-30 interview 1 4 29-50 5-26
Data collection instruments
This study utilized both questionnaires and in-depth interviews to gather data on the attitudes and perceptions of 40 teachers from the ESP Department at Hue University-College of Foreign Languages regarding alternative assessment in ESP classes While questionnaires provided initial insights, in-depth interviews were conducted to gain a deeper understanding of participants' feelings and attitudes Additionally, the author aimed to evaluate current ESP syllabuses using a checklist to compare participants' reflections on alternative assessment with the realities presented in the syllabuses However, findings revealed that teachers seldom use or provide syllabuses to students in ESP classes, hindering a thorough examination of current ESP textbooks This combination of data collection methods aims to enhance the study's overall results.
The questionnaire is a cost-effective method for gathering data from a large number of respondents, making it suitable for statistical analysis In this research, which examines teachers' perceptions and practices regarding alternative assessment, the questionnaire serves as the primary tool to uncover their views and the actual implementation of both general and alternative assessment methods in English for Specific Purposes (ESP) classes.
The use of closed-format questions is designed to encourage busy teachers to participate in the survey, as these questions save time and streamline the response process This method facilitates easy calculation of percentages and data analysis, offering significant time and cost benefits for researchers Furthermore, by ensuring that teachers' personal information remains optional and confidential, participants can respond at their convenience, thereby minimizing feelings of fear and embarrassment that may arise from direct interaction.
The questionnaire was provided in Vietnamese, accompanied by a brief explanation of alternative assessment to prevent misunderstandings that could affect response reliability It is anticipated that using the Vietnamese language will enhance respondent support and cooperation The full questionnaires in both English and Vietnamese can be found in Appendices 1 and 2.
The questionnaire is divided into two sections: Part A and Part B Part A contains four questions aimed at gathering general personal information from respondents In contrast, Part B serves as the core of the questionnaire, featuring 36 multiple-choice questions, numbered 1 to 27 and 28A to 28I Each question in this section offers five response options, coded as 1 for "strongly disagree," 2 for "disagree," 3 for "undecided," 4 for "agree," and 5 for "strongly agree."
“strongly agree” For question 28, although each item is also divided into 5 scales, it is, however, coded as 1 “never”, 2 “rarely”, 3 “often”, 4 “usually” and 5 “always”
The questionnaire is structured into three main groups: the first group consists of 10 items that explore ESP teachers' perceptions of testing and assessment, particularly alternative assessment The second group, comprising 15 items, investigates the design and implementation of alternative assessment in ESP classes Lastly, the third group includes 11 items that identify common challenges faced by teachers when applying alternative assessment in ESP classes at Hue University Table 3.2 summarizes the items from each cluster of the questionnaire.
Table 3.2 Summary of the questionnaire
Ways to apply AA efficiently
Types of AA being used
In-depth qualitative interviews are effective for exploring respondents' viewpoints, emotions, and perspectives, characterized by extensive information gathering, free responses, and flexibility Given the study's focus on teachers' perceptions and practices regarding alternative assessment, these interviews are deemed most appropriate Each interview followed a structured checklist comprising three sections: an introduction to establish rapport and clarify the interview's purpose, a main segment designed to elicit detailed responses to the research questions, and a concluding section for acknowledgment and closure.
Interviews, each lasting approximately thirty minutes, were conducted at intervals during July and August 2010, utilizing both tape-recording and note-taking methods for data collection To facilitate comfortable expression, all interviews were conducted in Vietnamese, and participant confidentiality was prioritized by concealing their real names with letters.
Data collection procedures
The questionnaire was initially piloted with ten randomly selected teachers, and the results were meticulously analyzed according to the established administration procedure Following the data collection, a reliability analysis was conducted using SPSS, yielding a reliability coefficient (α) of 793, indicating that the questionnaire is suitable for a larger participant group Subsequently, the finalized questionnaire was distributed to all teachers in the ESP department at HUCFL.
Following the collection of questionnaires, five teachers from the ESP Department participated in in-depth interviews These interviews utilized a detailed checklist to explore teachers' perceptions regarding the necessity of alternative assessment in ESP classes, their experiences with its application, and their suggestions for enhancing its effectiveness The interview data were subsequently analyzed alongside the questionnaire responses to gain a deeper understanding of the related issues.
Data analysis
The data collected were analyzed under three main categories, namely teachers’ perception, the practice and problems of applying alternative assessment in ESP classes
Teachers' perceptions of alternative assessment were categorized into their knowledge and attitudes towards these methods Their attitudes were evaluated based on the roles, benefits, and effectiveness of alternative assessments The data collected from the questionnaire was initially analyzed and subsequently compared with insights gained from in-depth interviews.
The analysis extended to two additional categories, with the second category examining the implementation of alternative assessment in English for Specific Purposes (ESP) classes at Hue University This included an exploration of the methods and types of alternative assessments currently in use The final category addressed the challenges associated with alternative assessment, which may arise from teachers, students, or the assessment methods themselves.
The insights gained from interviews were consistently cross-referenced with questionnaire data to verify information and deepen understanding of the research issues.
FINDINGS AND DISCUSSION 4.1 Results from the questionnaires
Teachers’ perceptions about alternative assessment
As described in section 3.2.3, the main part of the questionnaire, which consists of
The article presents a set of 36 questions organized into three clusters, with questions numbered 1 to 27 rated on a five-point scale from 1 (strongly disagree) to 5 (strongly agree), and questions 28A to 28I rated from 1 (never) to 5 (always) In both cases, a score of 3 represents the average response.
In order to have an overview of teachers’ perceptions about alternative assessment, the data from cluster one of the questionnaire (including questions 4, 7, 8, 10, 11,
14, 17, 18, 24 and 26) were analyzed by means of the Descriptive Statistic Test The result is shown in table 4.3 below
Table 4.3: Teachers’ perceptions about alternative assessment
Valid Missing Mean Median Mode Minimum Maximum
The mean score for cluster one is 4.11, significantly exceeding the average of the five-point scale (3.0) With a minimum score of 3.3, it indicates that no teachers held a negative attitude towards alternative assessment, while some expressed strong agreement, achieving a maximum score of 4.9 This demonstrates that teachers possess a highly positive attitude towards alternative assessment methods.
The similar median values suggest that the average (mean) is favored by most teachers, indicating a consensus This implies that educators in the ESP department place significant importance on alternative assessment methods, viewing them as effective tools for evaluating students in ESP classes.
Table 4.4: Teachers’ perceptions about the roles, the benefits as well as how to efficiently apply AA
S E of Mean Median Mode Minimum Maximum
Benefits of AA 40 0 4.0062 06169 4.00 3.75 a 3.25 4.75 Ways to apply AA 40 0 4.3917 07150 4.33 4.67 3.33 5.00 a Multiple modes exist The smallest value is shown
The Mean scores of 3.97; 4.00 and 4.39 prove that teachers’ perceptions are at the
The teachers' perceptions regarding alternative assessment in English for Specific Purposes (ESP) classes show a general agreement, with a mean score of 4.11 for the entire cluster Notably, the perception of alternative assessment application is slightly higher, averaging 4.39, compared to other methods, which scored 3.97 and 4.00 Overall, there are minimal differences among the three sub-clusters.
The results of the questionnaire highlight teachers' attitudes towards alternative assessment, specifically illustrated by item 10, which revealed significant insights into their perceptions and beliefs regarding this evaluation method.
Chart 4.1: The necessity of alternative assessment
The chart reveals that 62.5% of respondents agree or strongly agree on the importance of alternative assessment in English for Specific Purposes (ESP) classes, while 25% express disagreement and 12.5% are uncertain.
Teachers demonstrate a strong positive attitude towards the benefits and effective implementation of alternative assessment methods, as evidenced by the data presented in charts reflecting the results of items 11 and 26 from the questionnaire.
Chart 4.2: One advantage of alternative assessment
Chart 4.3: One way to apply alternative assessment effectively
Charts 4.2 and 4.3 reveal a positive consensus among teachers regarding alternative assessment, with no negative attitudes reported An overwhelming 92.5% of educators believe that alternative assessment is beneficial for student learning through the evaluation process Furthermore, 97.5% recognize the importance of clear, pre-determined criteria for effective scoring and assessment This aligns with previous findings indicating that teachers' attitudes in sub-clusters 2 and 3 are more favorable than those in sub-cluster 1.
Teachers demonstrated a strong understanding of the roles and benefits of alternative assessment, as well as effective strategies for implementing it in English for Specific Purposes (ESP) classes.
How alternative assessment was used in ESP classes
Teachers exhibited a highly positive attitude towards alternative assessment in English for Specific Purposes (ESP) teaching, as indicated by the results from cluster one To explore the implementation of alternative assessment in ESP classes, data from cluster two were analyzed, which included 15 items from specific questions The findings are presented in Table 4.5.
Table 4.5: The practice of alternative assessment in ESP classes
Std Error of Mean Median Mode Minimum Maximum
Application of AA in ESP classes 40 0 3.4300 07307 3.4667 3.00 2.13 4.53
The Mean value of cluster two is 3.43, indicating that alternative assessment is currently utilized in some ESP classes, albeit infrequently and with limited popularity This is further supported by the Mode value, where teachers predominantly selected scale 3 (neutral) Consequently, many educators have not implemented this assessment method Insights into the reasons behind this will be provided in section 4.2 through the results of in-depth interviews.
Chart 4.4: The frequency of applying different types of alternative assessment
The chart indicates that games and group discussions are the most preferred alternative assessment methods, with means of 3.98 and 3.95 on a five-point scale, signifying frequent use Presentations also enjoy popularity, scoring 3.25, which is above the median value of 3.00 In contrast, other assessment types scored below the median, with journals receiving the lowest score of 2.08, indicating they are rarely used The accompanying charts provide a detailed overview of the frequency of these preferred and least preferred assessment types.
Chart 4.5: The frequencies between the most and least favored types of alternative assessment
The analysis of charts 4.4 and 4.5 reveals that 100% of respondents utilized games, while journals received predominantly negative feedback, with most answers indicating they were never or rarely used The frequency of game usage varied from sometimes to always, whereas journal usage ranged from never to usually, with the majority of respondents (13) indicating they never used journals and 14 reporting rarely using them Only three out of forty respondents indicated they usually employed journals.
The reasons why some types are more preferred and more frequently applied than the others were clarified by the results from the interviews in section 4.2.
Problems teachers encountered in applying alternative assessment in
Finally, in order to investigate problems that teachers faced when they applied alternative assessment in ESP classes, cluster 3 consisting of 11 questions 3, 9, 13,
15, 19, 20, 21, 22, 23, 25, and 27 were designed and included in the questionnaire The data collected were analyzed using the Descriptive Statistics with the following results
Table 4.6: Problems in applying alternative assessment
Valid Missing Mean Median Mode Minimum Maximum
Problems Ts encounter in applying AA 40 0 3.8545 3.8182 3.55 a 3.36 4.55 a Multiple modes exist The smallest value is shown
The analysis of the Mean, Min, and Max values reveals that teachers face significant challenges in implementing alternative assessment, as all values exceed the average of 3 on a five-point scale With a Mean value of 3.85, it is evident that these difficulties are substantial This situation contributes to the low practice of alternative assessment, reflected in a Mean of 3.4, despite teachers maintaining a highly positive attitude towards this assessment method.
= 4.1) To be more specific, the following table shows the results related to three types of problems
N Valid Missing Mean Median Mode Minimum Maximum problems from Ss 40 0 3.87 3.7500 3.75 a 3.00 4.50 problems from Ts 40 0 4.04 4.0000 4.25 3.00 5.00 problems with AA 40 0 3.59 3.6667 3.33 3.00 5.00 a Multiple modes exist The smallest value is shown
All three types of problems significantly impact teachers' ability to implement alternative assessment in their ESP classes Notably, issues stemming from the teachers themselves received the highest average rating of 4.04, while challenges related to alternative assessment requirements had a lower average of 3.59 This finding is unexpected, as it has traditionally been believed that the primary difficulty in applying alternative assessment arises from a disconnect between the curriculum and the demanding nature of alternative assessment requirements.
Despite teachers recognizing the importance of alternative assessment, they face significant challenges in its implementation, leading to reluctance in adopting it as a preferred assessment tool in their ESP classes.
This section outlines the findings from a questionnaire on teachers' perceptions of alternative assessment, detailing their current implementation practices and the challenges they encounter The subsequent section will verify the data and provide valuable insights from the interviews conducted.
Results from the interviews
Following the collection of forty questionnaires, five teachers were interviewed to verify the data and gain insights into their perceptions and practices regarding alternative assessment The interviews also aimed to identify the challenges teachers encountered while implementing this assessment tool.
4.2.1 Teachers’ perceptions about alternative assessment
All five respondents expressed their appreciation for alternative assessment in English for Specific Purposes (ESP) classes, emphasizing its numerous benefits Respondent A highlighted these advantages, showcasing a strong consensus among the participants regarding the effectiveness of alternative assessment methods.
I advocate for alternative assessment methods for my students, as I believe traditional assessments fail to accurately measure their language competence Additionally, the existing evaluation approach allows students to easily achieve high scores through copying from one another.
Similarly, respondent E appreciates alternative assessment since it can reduce the inequality among different language skills that the traditional ways of assessment may cause
Alternative assessment surpasses traditional assessment by evaluating students' diverse skills simultaneously, enhancing their language learning experience.
Respondent C was concerned about students’ autonomy in language learning
Alternative assessment has significantly increased my students' enthusiasm for learning, fostering their ability to self-study and collaborate effectively in groups They are now adept at locating and analyzing relevant materials independently, a crucial skill for English for Specific Purposes (ESP) classes where students often need to engage in self-directed study at home.
Alternative assessment surpasses traditional methods by effectively evaluating students' performance and practical abilities, as noted by B and E This approach not only measures what students can do but also motivates them to extend their learning beyond assigned tasks, aligning with the perspectives of Pierce & O'Malley (1992) and Brown.
Data from interviews indicated that some teachers lack a complete understanding of alternative assessment, a concern not identified in the questionnaire responses While teachers are generally familiar with this assessment method, they often refer to it by different terminology.
“continuous assessment”, which causes misunderstanding because the term
Many teachers mistakenly equate alternative assessment with merely conducting assessments continuously For instance, two out of five respondents in a recent interview believed their frequent assessments qualified as alternative assessments While continuous assessment is one aspect, it is essential to recognize that alternative assessment also requires authenticity, contextualization, interactive performance, and the fostering of intrinsic motivation This confusion highlights the ongoing challenge some educators face in differentiating alternative assessment from traditional assessment methods.
Initially, there appears to be a significant contradiction in the findings regarding teachers' attitudes towards alternative assessments If teachers remain uncertain about this assessment method, can their perspectives be deemed reliable? However, a closer examination of their statements can clarify this inconsistency.
… I think that the current way of assessment cannot reflect my students’ language competence… (respondent A, interviewed July 2 nd , 2010) or
… Alternative assessment is better than traditional assessment in that it can assess students’ mixed skills at the same time… (respondent E, interviewed July 25 th , 2010)
Respondents expressed dissatisfaction with current assessment methods, highlighting a strong desire for alternative assessment approaches that could effectively address their concerns.
In conclusion, despite some teachers lacking sufficient knowledge of alternative assessment, they recognize its value and understand the advantages of implementing it in English for Specific Purposes (ESP) classes.
4.2.2 How alternative assessment was used in ESP classes
Interviews indicated that respondents generally held a positive attitude towards alternative assessment in ESP classes; however, several important factors must be considered for effective implementation.
4.2.2.1 The application of alternative assessment in ESP classes
Alternative assessment was utilized alongside traditional assessment in ESP classes, integrating both methods for a comprehensive evaluation of students This combination was driven by both subjective and objective factors, enhancing the assessment process.
The assessment structure in the curriculum significantly influences student outcomes, comprising two key components: a final exam that constitutes 60% to 70% of the total grade, adhering to a traditional assessment format As noted by respondent D in an interview on July 25, 2010, this format limits teachers' autonomy, leaving them with no options in the evaluation process.
Teachers' subjective thinking significantly influences students' final results, as the final exam constitutes 60% to 70% of the overall grade, while the remaining 30% to 40% is determined by teachers Given their autonomy in selecting the format, timing, and frequency of mid-term assessments, the methods of evaluation differ widely among classes and educators.
CONCLUSION AND IMPLICATIONS 5.1 Conclusion
This chapter concludes the study by summarizing key findings and discussions (5.1), followed by implications for teachers, students, and college administrators (5.2) It also addresses the study's contributions (5.3) and limitations (5.4), concluding with recommendations for future research (5.5).
This research aimed to examine teachers' perceptions and practices of alternative assessment in English for Specific Purposes (ESP) classes at Hue University It also identified challenges faced by teachers in implementing alternative assessment, with the goal of providing valuable recommendations for enhancing this assessment approach The analysis of the collected data revealed significant findings.
5.1.1 Teachers’ perceptions about alternative assessment
Teachers support alternative assessment methods, viewing them as effective for evaluating English for Specific Purposes (ESP) students This positive outlook can be attributed to the inadequacies of traditional assessment approaches in current language teaching and learning practices.
The shift towards a communicative approach in language teaching necessitates a re-evaluation of assessment methods Effective communication requires students to not only possess extensive vocabulary and structural knowledge but also to skillfully combine words and structures into coherent sentences Additionally, students must learn to select appropriate language for various contexts, emphasizing the importance of practical language use Consequently, both teaching and assessment processes must be adapted to accurately reflect students' ability to effectively use the target language.
The current assessment process in English for Specific Purposes (ESP) classes relies heavily on traditional methods, such as true/false and multiple-choice questions These conventional assessments fail to accurately measure students' language proficiency and do not align with the communicative approach required for effective learning Consequently, there is a significant disconnect between modern teaching methods and outdated evaluation techniques.
Alternative assessment is increasingly favored over traditional assessment due to its ability to address the limitations of the latter, particularly in the context of the communicative approach to language teaching and learning Unlike traditional methods, alternative assessment requires students to demonstrate their skills in real-life situations, evaluating not just their memory but also their capacity to apply knowledge in new contexts This approach underscores the importance of language use within specific contexts, reinforcing that successful language learning hinges on contextual application.
ESP courses focus on equipping students with essential English skills for their future careers, making the outlined criteria vital Consequently, alternative assessment methods are highly valued and endorsed in ESP classes.
However, the findings also reveal teachers’ misunderstanding about alternative assessment Because alternative assessment is commonly known under the term
A minority of teachers view continuous assessment as the most crucial aspect of alternative assessment, often overlooking other important criteria like authenticity and creativity This perspective can be attributed to the relatively recent introduction of alternative assessment in language evaluation in Vietnam, particularly at Hue University Additionally, the lack of workshops and training on language assessment, especially alternative assessment, has contributed to teachers' misunderstandings due to insufficient training.
In conclusion, teachers demonstrated a strong positive attitude towards the effectiveness of alternative assessment in English for Specific Purposes (ESP) classes However, despite the majority showcasing expertise in this area, some teachers expressed uncertainty and confusion in differentiating alternative assessment from other assessment types.
5.1.2 The practice of alternative assessment in ESP classes
Despite all the benefits as well as teachers’ high attitude towards it, alternative assessment is not widely chosen and applied in ESP classes at Hue University
The research indicates that alternative assessment methods are rarely used as the exclusive means of evaluation, often being paired with traditional assessments In some cases, teachers completely overlooked alternative assessment, relying solely on conventional methods This neglect can be attributed to both objective and subjective factors.
The final examination format is dictated by the curriculum's assessment requirements, necessitating traditional methods such as multiple-choice questions, true-false statements, and gap-filling exercises This rigid structure leaves teachers with limited control over the exam format, allowing no room for alternative assessment approaches In contrast, teachers can exercise more flexibility and creativity in assessing mid-term tests and participation, which can be adapted to better reflect student understanding and engagement.
The subjective reasons behind teachers' assessment choices are closely tied to their beliefs, as revealed through in-depth interviews A small number of teachers who strongly advocate for alternative assessment methods consistently implement them in their ESP courses, despite challenges In contrast, many educators recognize the benefits of alternative assessment but fear its complexities, leading them to blend both alternative and traditional assessment methods Additionally, some teachers openly acknowledged their preference for traditional assessment, often neglecting alternative approaches altogether.
In ESP classes, alternative assessments such as games, group discussions, and presentations are favored due to their ease of implementation and ability to promote student autonomy in learning These methods encourage peer learning and highlight the importance of acquiring practical skills alongside knowledge By fostering cooperation and competition, these assessments align well with the essential skills needed in real-life situations.
5.1.3 Challenges teachers faced when applying alternative assessment
In the context of ESP classes at Hue University, teachers face several challenges in implementing alternative assessment methods These challenges stem from three key areas: the teachers themselves, the students, and the nature of alternative assessment They can be categorized into two primary groups: subjective challenges and objective challenges These factors significantly hinder teachers' willingness to adopt alternative assessment strategies.
Data from the questionnaire indicate that issues stemming from teachers were the most significant, while challenges related to alternative assessment requirements were the least prominent This finding is unexpected, as it has traditionally been believed that the difficulties in implementing alternative assessment were primarily due to a disconnect between the curriculum and the demanding nature of these assessments.