This research explores the implementation and impact of alternative assessment methods in the classroom setting. Focusing on the perspective of English as a Foreign Language (EFL) students at the College of Basic Education (CBE) in Kuwait, the research aims to raise awareness amongst the students about the significance of incorporating diverse assessment strategies in the classroom. The study utilizes a questionnaire to gather insights from a sample of 162 female students on alternative assessments methods used in the classroom. The findings reveal a moderate degree of utilization of alternative methods in the sampled courses, with a mean of 2.79 and a standard deviation of 1.08. In contrast, the perceived advantages of these alternative methods are substantial, with a mean of 3.81 and standard deviation of 0.87. This research holds relevance for educators and policymakers seeking to refine educational practices, emphasizing the importance of adapting assessment methods to better align with the needs and perspectives of students in an EFL context. This research not only adds to the existing knowledge base in the realm of alternative assessment methods, but also serves to heighten awareness among CBE students as well as educators, about the significance of diversifying assessment strategies. The findings contribute to the broader discourse on alternative assessment, holding implications for refining educational practices and enriching the learning experiences of EFL students in Kuwait.
| Published in | International Journal of Education, Culture and Society (Volume 8, Issue 6) |
| DOI | 10.11648/j.ijecs.20230806.13 |
| Page(s) | 236-242 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Alternative Assessment, Kuwait, Student Perspectives, EFL, College Students
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APA Style
Al-Senafi, B., Alghasab, M., Alhaji, B., Aljaser, A. (2023). The Perspectives of EFL Students at the College of Basic Education in Kuwait on Ways of Alternative Assessment in Their Courses. International Journal of Education, Culture and Society, 8(6), 236-242. https://doi.org/10.11648/j.ijecs.20230806.13
ACS Style
Al-Senafi, B.; Alghasab, M.; Alhaji, B.; Aljaser, A. The Perspectives of EFL Students at the College of Basic Education in Kuwait on Ways of Alternative Assessment in Their Courses. Int. J. Educ. Cult. Soc. 2023, 8(6), 236-242. doi: 10.11648/j.ijecs.20230806.13
AMA Style
Al-Senafi B, Alghasab M, Alhaji B, Aljaser A. The Perspectives of EFL Students at the College of Basic Education in Kuwait on Ways of Alternative Assessment in Their Courses. Int J Educ Cult Soc. 2023;8(6):236-242. doi: 10.11648/j.ijecs.20230806.13
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Download@article{10.11648/j.ijecs.20230806.13,
author = {Basemah Al-Senafi and Maha Alghasab and Badria Alhaji and Anfal Aljaser},
title = {The Perspectives of EFL Students at the College of Basic Education in Kuwait on Ways of Alternative Assessment in Their Courses},
journal = {International Journal of Education, Culture and Society},
volume = {8},
number = {6},
pages = {236-242},
doi = {10.11648/j.ijecs.20230806.13},
url = {https://doi.org/10.11648/j.ijecs.20230806.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20230806.13},
abstract = {This research explores the implementation and impact of alternative assessment methods in the classroom setting. Focusing on the perspective of English as a Foreign Language (EFL) students at the College of Basic Education (CBE) in Kuwait, the research aims to raise awareness amongst the students about the significance of incorporating diverse assessment strategies in the classroom. The study utilizes a questionnaire to gather insights from a sample of 162 female students on alternative assessments methods used in the classroom. The findings reveal a moderate degree of utilization of alternative methods in the sampled courses, with a mean of 2.79 and a standard deviation of 1.08. In contrast, the perceived advantages of these alternative methods are substantial, with a mean of 3.81 and standard deviation of 0.87. This research holds relevance for educators and policymakers seeking to refine educational practices, emphasizing the importance of adapting assessment methods to better align with the needs and perspectives of students in an EFL context. This research not only adds to the existing knowledge base in the realm of alternative assessment methods, but also serves to heighten awareness among CBE students as well as educators, about the significance of diversifying assessment strategies. The findings contribute to the broader discourse on alternative assessment, holding implications for refining educational practices and enriching the learning experiences of EFL students in Kuwait.
},
year = {2023}
}
TY - JOUR T1 - The Perspectives of EFL Students at the College of Basic Education in Kuwait on Ways of Alternative Assessment in Their Courses AU - Basemah Al-Senafi AU - Maha Alghasab AU - Badria Alhaji AU - Anfal Aljaser Y1 - 2023/11/24 PY - 2023 N1 - https://doi.org/10.11648/j.ijecs.20230806.13 DO - 10.11648/j.ijecs.20230806.13 T2 - International Journal of Education, Culture and Society JF - International Journal of Education, Culture and Society JO - International Journal of Education, Culture and Society SP - 236 EP - 242 PB - Science Publishing Group SN - 2575-3363 UR - https://doi.org/10.11648/j.ijecs.20230806.13 AB - This research explores the implementation and impact of alternative assessment methods in the classroom setting. Focusing on the perspective of English as a Foreign Language (EFL) students at the College of Basic Education (CBE) in Kuwait, the research aims to raise awareness amongst the students about the significance of incorporating diverse assessment strategies in the classroom. The study utilizes a questionnaire to gather insights from a sample of 162 female students on alternative assessments methods used in the classroom. The findings reveal a moderate degree of utilization of alternative methods in the sampled courses, with a mean of 2.79 and a standard deviation of 1.08. In contrast, the perceived advantages of these alternative methods are substantial, with a mean of 3.81 and standard deviation of 0.87. This research holds relevance for educators and policymakers seeking to refine educational practices, emphasizing the importance of adapting assessment methods to better align with the needs and perspectives of students in an EFL context. This research not only adds to the existing knowledge base in the realm of alternative assessment methods, but also serves to heighten awareness among CBE students as well as educators, about the significance of diversifying assessment strategies. The findings contribute to the broader discourse on alternative assessment, holding implications for refining educational practices and enriching the learning experiences of EFL students in Kuwait. VL - 8 IS - 6 ER -
The English Language Department, College of Basic Education, The Public Authority for Applied Education and Training (PAAET), Ardiya, Kuwait
