Abstract
Self-efficacy plays a major role in learners' ultimate success. The present study investigated the effect of alternative assessment techniques of reading comprehension on the participants' self-efficacy in reading and their performance in reading comprehension. Matching items, gap filling items, C-tests, editing tasks and ordering techniques were used as alternative assessment techniques as replacements to traditional techniques such as multiple- choice type or essay- type items. Based on the proficiency test results, 77 intermediate junior high school students were selected from among 99 students in intact classes as the participants. The instruments included an adapted self-efficacy-in-reading questionnaire, the KET test and a reading comprehension test developed and piloted by the researchers. The results of t-test analyses indicated that the learners were significantly aware of self-efficacy while involved in reading comprehension of their English textbook texts. In other words, the participants possessed high self-efficacy in reading as measured by the questionnaire mentioned above. However, the findings revealed no significant effect for the use of alternative assessment techniques on the participants' self-efficacy in reading comprehension. Finally, the t-test results indicated a significant effect for the use of alternative assessment techniques on the participants' performance on the reading comprehension test.
Highlights
To answer the questions addressed by the study, the researchers conducted a One-sample t-test analysis for the participants' performance on the Self-efficacy-in-Reading Questionnaire in order to investigate the first question whether Iranian Junior High School EFL learners possess self–efficacy while reading their textbook passages
The third question was formulated to explore whether applying alternative reading comprehension assessment techniques could improve Iranian Junior High School EFL learners' performance on the reading comprehension test based on their textbook reading passages
The participants' mean scores obtained from pretest and posttest reading comprehension tests were compared via an independent-samples t-test
Summary
Since the introduction of humanistic approach many, known as performance assessment, alternative. Alternative assessment does not mean to compare an individual to a large group beyond the students in a given classroom. As a practical example for alternative assessment, one can consider Assessment, Articulation, Accountability, a three-year project proposed by The North Carolina Department of Public Instruction in 1999 aimed at improving and expanding foreign language study for elementary and secondary school students through development of a variety of assessment tools. Opponents of alternative assessment favor ongoing assessments through which students' performance and progress over a period of time are measured. Traditional testing, in contrast, is a 'one-time measure' by which students' performance in a particular-day scale accounts for their overall achievement. It is worth mentioning that emphasis on alternative assessment does not mean a total refutation of traditional testing methods. An ultimate goal in this approach is to establish a balanced linkage within the two modules of the traditional and modern outlook
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