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Revisiting EFL Assessment pp 191–207Cite as

Alternative Assessment: Growth, Development and Future Directions

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Part of the book series: Second Language Learning and Teaching ((SLLT))

Abstract

This chapter will attempt to focus on alternative assessment from a pedagogical perspective (i.e. in the context of learning environments that address students with and without special needs). Thus, the purpose of this chapter is threefold: (1) to investigate how alternative assessment has been used in the United States and elsewhere, (2) to define the general characteristics of alternative assessment (in particular, portfolios), and (3) to examine the direction that alternative assessment has taken in recent years within SPED (Special Education) programs, ESL (English as a Second Language) and/or EFL (English as a Foreign Language) classrooms. This chapter offers a significant contribution to the field of ESL/EFL by demonstrating that alternative assessment best serves the needs of English Language Learners (ELLs) with and without speech impairments.

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Authors and Affiliations

  1. Acaciawood College Preparatory Academy, CA, USA

    Vino Sarah Reardon

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  1. Vino Sarah Reardon
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Correspondence to Vino Sarah Reardon .

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Editors and Affiliations

  1. Sultan Qaboos University, Al-Khuodh, Oman

    Rahma Al-Mahrooqi

  2. Higher Colleges of Technology, Dubai Men, Dubai, United Arab Emirates

    Christine Coombe

  3. Language Center, Sultan Qaboos University, Al-Khoudh, Oman

    Faisal Al-Maamari

  4. Language and Translation, Dhofar University, Oman, Salalah, Oman

    Vijay Thakur

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Reardon, V.S. (2017). Alternative Assessment: Growth, Development and Future Directions. In: Al-Mahrooqi, R., Coombe, C., Al-Maamari, F., Thakur, V. (eds) Revisiting EFL Assessment. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-32601-6_12

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  • DOI: https://doi.org/10.1007/978-3-319-32601-6_12

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-32599-6

  • Online ISBN: 978-3-319-32601-6

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