Alternative assessment in the teaching of English as a foreign language in Israel

Abstract

There are a myriad of factors that influence the teaching and assessment of English as a foreign language in Israel. One such factor is the change in perception of how the mind collects and processes information. The transition from behaviorist theories of learning to constructivist and cognitivist theories has resulted in a new concept of learning that recognises the pivotal role of the learner in the learning process. Another instrumental factor is the creation of standards in education that are intended to raise the level of academic achievement and provide equitable educational opportunities for all learners. Both of these factors have impacted the study of English as a foreign language.

Countries around the world have assumed monumental changes in the way they approach foreign language study. Following the examples of foreign countries Israel has recently implemented a standards-based curriculum that supports alternative assessment. Since this is a relatively new concept, the principles underlying standards and assessment are unfamiliar to many EFL teachers. Novice teachers, as well as experienced teachers, are experiencing difficulty incorporating standards and alternative assessment into their lessons. In the light of the above it was clear that a need existed to investigate how English foreign language teachers relate to assessment and to examine the extent to which they implement alternative assessment in their teaching. The aim of the study is to explore teachers' understanding of alternative assessment and find out how teachers incorporate alternative assessment in their EFL classes.

Against this background, an empirical investigation was undertaken. It comprised a textual analysis of ten assessment packages and two focus group interviews. The research produced a wealth of descriptive data that illuminated the subject. The findings magnified the disparity between the theory behind alternative assessment and actual practice. It was apparent that the assessment activities which EFL teachers employed, were not in sync with the principles that were being promoted by the new curriculum for EFL teaching and assessment in Israeli schools. The study discusses the results of the investigation, suggests the implications and presents recommendations.