The document discusses a study on alternative assessment methods in ESP courses. It investigated students' perceptions of various class activities and introduced self-evaluation. Survey results showed students generally found writing vocabulary definitions, classroom discussions, and formal testing beneficial. However, opinions varied on summaries, creative tasks, and presentations. The study aims to help teachers better evaluate students' skills and knowledge through alternative assessment like portfolios and self-reflection.

1. ZULKIFLI B HANAFI
2011816306
ED7702A2

2.  Galina Kavaliauskiene, Ligija
Kaminskiene&Lilija Anusiene
 Mykolas Romeris University, Vilnius
University(Lithuania)

3.  Focusing on what are the proper assignments
that has been given to the students in an ESP
courses.
 It is reported that in ESP courses, there is
tendency to use alternative assessment or
known as self-assessment
 It is based on learner’s evaluation of their own
learning which allows students to reflect on their
linguistic development.

4.  Aims of the research are:
 To investigate learner’s perception of the
usefulness of various class activities
 To introduce self-evaluation
 To analyze learner’s reflection on their
learning

5.  Inorder to achieve the aims, following
techniques and instruments of research
has been used. They are:
 Survey on the usefulness of class activities
 Learner’s written reflections on learning
outcomes
 Statistical treatment of responses

6.  Alternative assessment has been widely
used in assessing the effectiveness of
education at tertiary level
 Key features of alternative assessment are
the active participation of learners in the
evaluation of their own performance and
the development of reflective thinking.

7.  Alternative assessment is often
understood as the utilization of non-
traditional approaches in judging student’s
performance.
 Alternative assessment may include self-
evaluation of performance in listening
practice, written essays, oral
presentations, or various contribution to
either paper or e-portfolios.

8. Portfolio assessment has been used to
achieve various goals and objectives
which are:
 To assess student’s knowledge and skills
 To have students actively participate in the
evaluation process
 To simultaneously develop student’s skill of
reflective thinking

9.  Banta(2006) states that, five key
characteristic of portfolio assessment are:
 An alternative to traditional testing
 Comprehensive ways to assess student’s
knowledge and skills
 Authenticity of assessments
 Student’s active participation in the evaluation
process
 Simultaneous development of student’s reflective
thinking

10.  Portfolio can include a wide variety of
materials which are teacher notes, teacher
completed checklist, student’s self-
reflections, written summaries, reading
logs or audiotapes of student talks.
 Portfolio will provide teachers with wealth
of information upon which to base
instructional decision and to evaluate
students progress.

11.  Portfolios capitalize on student’s natural
tendency to save work and can become an
effective way of getting students to take a
second look and think about how they
could develop future work.
 Portfolios can provide structure for
involving students in developing and
understanding criteria for good efforts and
in applying the criteria to their own work.

12. I. Allows teacher to see the student as
individual
II. Transforming teacher’s way of evaluating
students
III. Help teachers standardize and evaluate
the skills and knowledge students
acquire without limiting creativity in the
classroom
IV. Help students to be more accountable for
the work that they have done.

13.  Less reliable
 Time consuming
 Teachers must develop their own
individualized criteria

14.  Respondents for this research were
learners of social work at faculty of Social
Policy, Mykolas Romeris University in
Vilnius, Lithuania.
 There are 60 participants, mostly females
at pre-intermediate and intermediate level.
 First stream refer to the year 2004(34
students) and the second year refer to the
year 2005(26 students).

15.  Questionnaire has been delivered and the
main content of the questionnaire are the
key activities in English classes that has
been summarized in 6 items.
 The length of time to complete the
questionnaire did not exceed 15 minutes
and the return rate was excellent which is
100%. After the questionnaire has been
collected, it is then analyzed. There were
no unanswered questions.

16.  Thissection will discuss on learner’s
responses to the questionnaire on the
usefulness of various activities and
assignments used in English classroom
throughout the academic year.

17.  Question 1: writing definitions of professional
vocabulary is beneficial for my linguistic
development.
For this item, 70% of the students in the first stream
feel that vocabulary definitions are useful in learning.
Same goes to second stream students(73%). There
are only few negative responses(6&8%
respectively). However, about quarter number of
the students are not sure(19%&24%).

18.  Question 2: writing summaries of professional text
is useful for improving writing skills.
There is discrepancy between first and second
stream. In the second stream, 23% supported this
activity while in the first stream, 56% found it
beneficial. Almost twice as many learners in the
second stream(31%) rejected the activity of
summarizing as useful in comparison with the first
stream (15%). The number of undecided students
in the second stream was also noticeably higher.

19.  Question3: doing creative task is useful for
improving language skill.
61% of first stream agreed that doing creative
task is useful. Same goes to second stream
with 62%. Negative attitudes differ
substantially with 12% and 31%. 26% of the
first stream were not sure while in the second
stream, an 8% were uncertain about the
benefits of creative tasks.

20.  Question 4: classroom discussion on
various topics are useful for linguistic
development.
88% agreed that discussion are the most
popular and useful activity and 12% are
against the motion.

21.  Question5: preparing PowerPoint
presentation and delivering them in front of
the audience is beneficial for developing
speaking skill.
 Slightly
fewer than half of the
respondents(47%) felt presentation were
useful while second stream with 38%. About a
quarter was either unsure or did not support
the idea of making presentation.

22.  Question6: formal testing of professional
vocabulary is beneficial to learning.
Majority of the learners were positive about
formal testing( 79% in the first stream and
77% in the second stream). 21% and 15%
respectively were uncertain. Only 8% in
the second stream disagreed while for first
stream, none of them disagreed.

23.  Learner’s reflection on the usefulness of
various assignments in English classes
offer significant insights into learner’s
progress. English teachers need to
examine learner’s ongoing feedback and
self-evaluation which can help them adjust
their teaching to student’s needs.