Journal of Applied Languages and Linguistics

Research Article

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TITLE: Alternative assessment in academic writing instruction: student perceptions of

self-improvement, challenges and assessment preferences.

Author: Eleftheria Nteliou

ESP/EAP Instructor, Special Educational Staff

University of Thessaly, Argonafton & Filellinon, Volos 382 21, Greece

Email: enteliou@uth.gr

Published online: 24 December 2019, pp. 48-62

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Citation:

Nteliou, E. (2019) Alternative assessment in academic writing instruction: student perceptions of self-improvement, challenges and assessment preferences, Journal of Applied Languages and Linguistics, 3(2), ALS House Publications. Athens, Greece, pp. 48-62.

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Abstract

One of the current trends in higher education is to directly connect assessment with learning, by the means of alternative assessment methods, which involve the students in the process of self-evaluating their work and receiving analytical feedback on an ongoing basis. This paper focuses on an academic writing course with students majoring in Electrical Engineering in which alternative assessment methods were used, such as individual portfolios, peer and self-evaluation rubrics and tutor-student conferences.  The aim of this pilot study is to present the students’ perceived difficulties and self-improvement in writing as well as their assessment preferences. Questionnaire results and interviews with students reveal that students feel they have improved in writing after being involved with the portfolio activities, conferences are their most preferable assessment method, whereas the requirements of the literature review section seem to challenge them most. Implications for academic writing instruction and assessment are proposed.

                                                                                © Applied Language Studies House Publications 2019. All rights reserved.

Keywords:  Alternative assessment, academic writing, portfolio, conferences, self-assessment

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