The document discusses the use of journals, questionnaires, and interviews as alternative assessment tools in language classrooms. These tools allow teachers to gather qualitative information on student progress over time rather than just test language knowledge. They can help engage students by allowing self-reflection and making them responsible for their own learning. While valuable, teachers need preparation to implement these tools reliably and validly, such as following guidelines. Overall, these alternative assessments are seen as helpful for engaging students and informing decision-making, though they require more time than traditional tests.

1. Journals, Questionnaires and Interviews
I really enjoyed the reading about journal, questionnaires and interviews due to the fact
that are alternatives in assessment used in the language classroom to measure students progress
during certain period of time rather than measure language knowledge. Moreover, those tools
help teachers to gather qualitative information and at the same time are considered useful for
planning and assessing instruction.
These kind of assessing tools are really valuable. However, it is necessary to be prepared
before implementing them. As students are in charge of their learning process, those kinds of
alternatives in assessment can be considered engaging tasks because learners can self-reflect and
at the same time be responsible for their own learning.
In addition, this paper stated very clear the benefits; as well some guidelines or steps that
both teachers and learners should follow when using journals, questionnaire and interviews.
Which I consider is really important because those steps help us to make them more reliable and
valid.
To sum up, these three tools used for alternative assessment presented in the reading are
very helpful to engage students in their learning process. I believe that we as teachers should
implement those kinds of alternatives in our classroom. I know that using them can be somehow
seen as a time-consuming task. But, at the end both teachers and students can be really pleased

2. and surprised with the final product and result. As well, this could be a useful way for decision
making.
Lorena Peña Flórez
References
Genesee, F., & Upshur, J. A. (1996). Classroom-based evaluation in second language
education. (4thed.). Cambridge: Cambridge Univ Pr. p. 118-138.
Images Retrieved From:
http://www.clipartpal.com/_thumbs/pd/journal.png.
http://lifespantrust.com/wp-content/uploads/2013/01/questionnaire.jpg.
http://payload122.cargocollective.com/1/0/24756/4741460/ESPN_interview_intro.jpg.