Alternative E-Assessment in Language Classes: Recent Experiences and Future Directions


Özet Görüntüleme: 374 / PDF İndirme: 288

Yazarlar

  • Esin Çağlayan İzmir University of Economics

DOI:

https://doi.org/10.14689/enad.38.1893

Anahtar Kelimeler:

Alternative assessments- e-assessments - EFL- higher education- qualitative study

Özet

This study aimed to explore English as a Foreign Language (EFL) teachers' perceptions regarding alternative e-assessments in the Turkish tertiary level context. The study utilized semi-structured interviews with a sample of EFL instructors from 17 higher education institutions in Türkiye. The data were analyzed using thematic analysis to identify emerging themes. The results revealed varying perceptions about alternative e-assessments, with six primary themes emerging: impact on learning, workload, academic integrity, digital technology, grading and feedback, and assessment competence. Overall, this qualitative study provides valuable insights into the perceptions of EFL teachers regarding alternative e-assessments, highlighting key areas of concern. The study emphasizes the need to address these concerns in professional development programs that provide teachers with the necessary knowledge and skills to effectively implement alternative e-assessments. The results also have implications for the development of effective assessment policies and procedures, optimizing educational practices in the digital age.

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Yayınlanmış

2024-04-30

Nasıl Atıf Yapılır

Çağlayan, E. (2024). Alternative E-Assessment in Language Classes: Recent Experiences and Future Directions. Eğitimde Nitel Araştırmalar Dergisi, (38), 234–257. https://doi.org/10.14689/enad.38.1893