EFL Teachers’ Perceptions and Practices of Alternative Assessment Strategies and Their Relationship with Teacher Reflection

Formative Assessment plays a significant role in classrooms in understanding howstudents progress in their learning activities. The attitudes of teachers towardsapplication of Alternative Assessment (AA) strategies in English languageclassroom are considered important as they can affect the teachers’ overallperformance in the classroom. The aim of the current study was to examine EFLteachers’ perceptions regarding alternative assessment strategies and theirrelationship while correlated with teacher reflections and perceptions. In order toconduct this study, a mixed-methods design was adopted. The participants whoattended the quantitative and qualitative phases were 81 students and 30 EFLteachers, respectively. In order to collect the research data, two researchinstruments were used: the teacher reflection questionnaire (Akbari et al., 2010)and the teachers’ perceptions of alternative assessment questionnaire (Elharrar,2006). The Pearson correlation coefficient statistical test was run for thequantitative data, and the data of the qualitative nature was processed throughcontent-analysis procedure. The findings from the qualitative data were presentedusing frequency and percentage. Further discussions were provided using thefindings from the quantitative data analysis. The results from this phase of analysisillustrated that there was a significant positive relationship between EFL teachers’reflection and their experience of implementing alternative assessment strategies.The findings of this study may render implications for EFL teachers, teachertrainers, and the assessment administrates.