Investigating the Appropriateness of Alternative/Authentic Assessment for Speaking Courses at Wollo University: In Terms of Authentic Model

The study investigates the use of alternative assessment techniques by English as a Foreign Language (EFL) teachers in spoken English courses, highlighting the need for more comprehensive evaluation methods beyond traditional testing. By examining teachers’ and students’ perspectives, the research emphasizes that alternative assessments provide a better understanding of students’ language abilities, particularly in spoken English, which is often inadequately evaluated by conventional assessments. However, implementation challenges persist, including limited teacher training, insufficient resources, and students’ unfamiliarity with these methods. The study adopts a mixed-methods approach involving 36 participants: 5 EFL teachers and 8 students engaged in Focus Group Discussions (FGDs), while 17 teachers and 19 students completed a validated quantitative questionnaire. The questionnaire featured a Likert scale, open- and closed-ended questions, and was refined through pilot testing to ensure content validity. Data were analyzed using SPSS (version 24), with a high Cronbach’s alpha (0.87) confirming statistical reliability. FGDs provided qualitative insights into the experiences and perceptions of alternative assessments. Results showed positive perceptions among both teachers and students regarding alternative assessments. Teachers found these methods offered a more comprehensive evaluation of students’ spoken English but reported challenges like increased preparation time and resource requirements. Students appreciated the relevance and variety of alternative assessments, although some initially struggled due to unfamiliarity. Both groups found alternative assessments engaging and motivating. The study recommends providing enhanced teacher training, institutional support, and increased student exposure to alternative assessments for better adaptation and effectiveness.