Active participation of learners in the self-evaluation of their
learning and the development of reflective thinking are the key features
of alternative assessment. Alternative assessment is often defined as
any type of assessment in which learners create a response to an
assignment. The success of alternative assessment in language teaching
is predetermined by students performance which demonstrates what
learners can do with language in contemporary communicative classrooms.
This research aimed at investigating influence of students
assessment of utility of various assignments for their linguistic
development in English for Specific Purposes. The study employed a
survey on the usefulness of different assignments and learners' written
reflections on the perceptions of benefits to language mastery. Learners
assignments included various contributions to portfolios such as
essays, summaries of professional texts, outlines of oral presentations,
creative computer tasks, tests as well as students written
self-assessment notes, their reflections on various classroom
activities.
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