The effect of alternative assessment applications on students’ academic achievement in an English preparatory school

This mixed-method research aims to investigate the impact of alternative assessment applications on the achievement scores of a group of Turkish EFL students and explore their views and feelings regarding these applications. For this purpose, a quasi-experimental design was employed. The participants were 66 preparatory class students; the experimental group included 32 and the control group 34 students. The experimental group was engaged in several different alternative assessment methods and tasks that incorporated all four language skills (i.e., reading, listening, speaking, and writing). In contrast, the control group received traditional instruction (i.e., the standard textbook exercises and worksheets as homework) in line with the policy of the school. During the process, the performances of the experimental group were assessed and evaluated formatively by means of predetermined rubrics throughout the process. On the other hand, the control group's performance was measured using conventional assessment tools such as standardized written exams, tests, and quizzes. Consequently, the quantitative data were obtained via traditional examinations, whereas qualitative data were gathered through semi-structured interviews. The quantitative data were analyzed using Multivariate Analysis of Variance (MANOVA), while qualitative data were examined through content analysis procedures. The results of the quantitative analysis indicated that the use of alternative assessment tools positively influenced the achievement scores of the experimental group and contributed to the development of their four language skills. In addition, the qualitative data revealed that the use of alternative assessment applications provided several affective and instructional benefits for the participants in the experimental group.