Alternative Assessment in L2 Writing Classes: Tunisian EFL Teachers’ Perceptions and Practices

Abstract

The present study investigated the perceptions and practices of a group of Tunisian EFL writing teachers regarding alternative assessment. The objectives of the research were twofold. It first sought to explore the teachers’ conception and implementation of alternative assessment techniques. Furthermore, it attempted to identify major obstacles impeding the adoption of alternative assessment as well as propose some potential solutions to the perceived issues. In total, sixteen EFL teachers from four different universities in Tunisia took part in this research. Two data collection instruments, namely questionnaires and semi structured interviews, were used to elicit teachers’ perceptions and practices. The findings suggest that teachers exhibited favorable attitudes towards alternative assessment. Yet despite their enthusiasm towards it, the practice of alternative assessment is fairly limited compared to traditional assessment. Various obstacles were identified by the teachers including restrictive curriculum, insufficient training time constraints, class size, and students’ attitudes. Teachers highlighted the importance of adequate training and the provision of the necessary resources for better and more efficient integration of alternative assessment methods in L2 writing classes.