چکیده:
Introducing alternative modes of assessment is but one response to the recent call for democratic and ethical language assessment. Yet, despite the recent emphasis in the discourse community and the rise in publication on alternative assessment, these new forms of assessment still need to be explored further. This study is a two-fold attempt: first, to investigate teachers’ attitudes and beliefs about different aspects of traditional testing and alternative assessment, and second to delve into their ethical orientation and to examine views on language testing apropos of their general ethical viewpoints. A questionnaire was developed and used to collect Iranian EFL teachers’ views on language testing and ethics in general (N = 153). The results indicated that despite its agreed-upon disadvantages, an obstinate stigmatization and refusal of traditional testing may still seem a practice at odds with the common sense. In fact, until a better proposal can be offered, alternative assessment and traditional testing can best be regarded as supplements rather than substitutes.
خلاصه ماشینی:
"The study, in fact, is a two- fold attempt: first to investigate teachers’ attitudes and beliefs about different aspects of traditional testing and alternative assessment, and second to delve into their ethical orientation and to examine views on language testing apropos of their general ethical viewpoints.
As can be seen in Table 13, it was also found that 95% of the participants expressed their agreement with the statement "Alternative assessment forms an essential part of education for its flexibility and adjusting to the student learning styles and individual development" (item 17).
About 63% of the respondents agreed and 32% disagreed (at different levels) with the statement that "Alternative assessment methods seem less practical than traditional testing" (item 24; see Table 16).
It was interesting to find that from the respondents, 83% agreed that "Using alternative assessment takes more time for the teacher in and out of the classroom than traditional testing" (item 27; see Table 17).
5% of the respondents agreed with the statement that "Since in traditional testing, students’ performance and progress throughout the course will be assessed mainly in an end-of-the course exam (also known as final exam), and shown by a single score, traditional testing cannot be considered ethical and fair to students" (item 21), and only 4.
0 Only 18% of the teachers expressed their disagreement with the statement that "Alternative assessment can be considered more as supplement rather than substitute for traditional testing" (item 22) (Table 26)."