The Significance of Non-traditional and Alternative Assessment in English Language Teaching: Evidence From Literature

Mazin Mansory


Assessment is an integral part of teaching and learning in educational organizations that requires teachers to prepare tests in order to evaluate their learners’ performance. In language teaching contexts, traditional assessment often evaluates learners’ knowledge of previously learned language items. It is a mandatory process that determines the progress of language learners and the effectiveness of teaching/learning materials. This theoretical article reviews the literature on the notion of traditional assessment or static assessment which has certain shortcomings. Owing to the various drawbacks of static assessment, the review of related literature on the topic highlights and proposes alternative assessment methods, such as authentic assessment, dynamic assessment, peer assessment, and self-assessment.  In contrast to traditional assessment, these different forms of alternative assessment share a common purpose that is to provide language learners with an opportunity to reflect on their strengths and weaknesses and set their future learning goals. The most common of the assessment methods that encourage learners' reflection were peer assessment and self-assessment which involve learners to assess their own progress as well as engage with peers in classrooms to give each other feedback on their language learning tasks assigned by teachers. The studies reviewed in this article illustrate that alternative assessment methods in the form of peer and self-assessment have a positive influence on the language learners' performance and their learning outcomes. 

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International Journal of Linguistics  ISSN 1948-5425  Email:

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