The Libyan Academy

Misurata Branch
School of: Languages
Department of: English

The Effect of Using Alternative Assessment

Methods on EFL Students’ Test Performance
and Their Attitudes Towards These Methods at
a Secondary School in Misurata

By
Yasmine Farid Abudagga

Supervised by:
Dr. Abdulhamid Onaiba
Associate Professor

A Dissertation Submitted in Partial Fulfillment of the Requirements

for The Degree of Master in English Department
(Date 30/11/2023)
I
 Declaration

I Yasmine Farid Abudagga a student at the Libyan Academy, Misurata

branch, Reg. No 31951029 confirm that the work contained in this dissertation,
unless otherwise referenced, is my own work.

No part of this dissertation was previously submitted for another degree at the
Libyan Academy or any other institution.

Furthermore, I cede the copyright of this dissertation in favour of the Libyan

academy.

Name:

Signature:

Date:
 Dedication

To the experiences I never expected,

And the paths that were redirected.
To ME.

III
 Acknowledgments

I express my deepest gratitude to ALLAH, the most compassionate and merciful, for

granting me the strength, knowledge, abilities, and opportunity to embark on this study

and successfully complete it.

I want to acknowledge and give my warmest thanks to my supervisor Dr. Abdulhamid

Onaiba who made this work possible. His guidance and advice carried me through all

the stages of writing my thesis.

I would also like to thank Dr. Ibrahim Henaish for his invaluable guidance and advice

throughout my research and the completion of this project. I am truly grateful for his

time, knowledge, and significant contribution to my academic growth.

Special thanks to the committee members for letting my defense be an enjoyable

moment, and for their brilliant comments and suggestions, thanks to you.

Finally, I would like to extend my special thanks to my beloved husband, Seraj, and my

entire loved family, with a particular mention of my cherished parents, and my dear

friends. Their unwavering support, understanding, and encouragement have been

instrumental throughout my research journey and the completion of this project. I am

grateful for their presence in my life and the prayers they offered, which have been a

source of strength and motivation. Additionally, I would like to express my gratitude to

my precious friend, Mona, for her constant support and assistance during this process.

Thank you all

IV
 Table of Contents

Declaration .................................................................................................................................... II
Dedication .................................................................................................................................... III
Acknowledgments........................................................................................................................ IV
List of Tables............................................................................................................................... VII
List of Abbreviations ................................................................................................................. VIII
Abstract ........................................................................................................................................ IX
Chapter One.................................................................................................................................. 1
1. Introduction .............................................................................................................................. 1
1.1. Assessment in the Libyan Context .............................................................................. 3
1.2. Statement of the Problem ............................................................................................ 5
1.3. Aims of the Study ......................................................................................................... 6
1.4. Research Hypotheses .................................................................................................... 6
1.5. Research Questions ...................................................................................................... 7
1.6. Scope of the Study ........................................................................................................ 7
1.7. The Significance of the Study ...................................................................................... 7
1.8. Definitions of Key Terms ............................................................................................. 8
1.9. Outline of the Study ................................................................................................... 10
Chapter Two ............................................................................................................................... 11
2. Literature Review ............................................................................................................... 11
2.1. Introduction ................................................................................................................ 11
2.2. Theoretical Background ............................................................................................ 11
2.2.1 Traditional and Alternative Assessment .................................................................... 13
2.2.2. Alternative Assessment Tools .................................................................................... 17
2.3. Empirical Studies ....................................................................................................... 20
2.3.1 Previous Research on the Effect of Alternative Assessment Methods on Students’
Test Performance................................................................................................................. 21
2.3.2 Students’ Attitudes Towards Alternative Assessment Methods ................................ 29
2.4. Summary .......................................................................................................................... 34
Chapter Three ............................................................................................................................ 36
3. Methodology ........................................................................................................................... 36
3.1. Introduction ..................................................................................................................... 36

V
 3.2. Research Design............................................................................................................... 36
3.3. Data Collection Instruments........................................................................................... 37
3.3.1. Quasi-Experimental Design ...................................................................................... 38
3.3.2. Students’ Questionnaire ............................................................................................ 42
3.4. Population, Sample, and Sampling ................................................................................ 43
3.5. Validity and Reliability ................................................................................................... 45
3.5.1. The Pilot Study .......................................................................................................... 46
3.6. Data Collection Procedures ............................................................................................ 47
3.7. Data analysis .................................................................................................................... 49
3.8. Ethical considerations ..................................................................................................... 49
3.9. Summary .......................................................................................................................... 50
4. Results and Discussion ........................................................................................................... 51
4.1. Introduction ..................................................................................................................... 51
4.2. Results .............................................................................................................................. 51
4.2.1 The Quasi-Experimental Results ............................................................................... 51
4.2.2 Students’ Questionnaire Results ................................................................................ 52
4.3. Discussion ......................................................................................................................... 67
4.3.1. The Effect of Using Alternative Assessment Methods on Second-Grade Secondary
School Students’ Test Performance .................................................................................... 67
4.3.2. Students’ Attitudes Towards Using Alternative Assessment Methods ..................... 69
Chapter Five ............................................................................................................................... 73
5. Conclusion ............................................................................................................................... 73
5.1. Introduction ..................................................................................................................... 73
5.2. Summary of the Study .................................................................................................... 73
5.3. Pedagogical Implications ................................................................................................ 74
5.4. Study Limitations ............................................................................................................ 75
5.5. Recommendations for Further Research ...................................................................... 75
REFERENCES ............................................................................................................................. 77
Appendices .................................................................................................................................. 91

VI
 List of Tables

Table Title Page

Independent Sample T-test of the Control and the Experimental
Table 4.1 54
Group‘s Post-Test
Table 4.2 Range of Values 55
Table 4.3 The Results of Data Analysis for Item 1 55
Table 4.4 The Results of Data Analysis for Item 2 56
Table 4.5 The Results of Data Analysis for Item 3 57
Table 4.6 The Results of Data Analysis for Item 4 58
Table 4.7 The Results of Data Analysis for Item 5 59
Table 4.8 The Results of Data Analysis for Item 6 59
Table 4.9 The Results of Data Analysis for Item 7 60
Table 4.10 The Results of Data Analysis for Item 8 61
Table 4.11 The Results of Data Analysis for Item 9 62
Table 4.12 The Results of Data Analysis for Item 10 63
Table 4.13 The Results of Data Analysis for Item 11 64
Table 4.14 The Results of Data Analysis for Item 12 65
Table 4.15 The Results of Data Analysis for Item 13 66
Table 4.16 The Results of Data Analysis for Item 14 67
Table 4.17 The Results of Data Analysis for Item 15 68
Table 4.18 One Sample Test 69

VII
 List of Abbreviations

Abbreviation Meaning

AA Alternative Assessment

CLT Communicative Language Teaching

EFL English as a Foreign Language

TA Traditional Assessment

TBA Task Based Assessment

SPSS Statistical Package for the Social Science

VIII
The Effect of Using Alternative Assessment Methods on EFL Students’
Test Performance and Their Attitudes Towards These Methods at a
Secondary School in Misurata

Yasmine Farid Abudagga

Dr. Abdulhamid Onaiba

Abstract

Alternative assessment refers to different methods and strategies used to assess students

that differ from traditional assessments like multiple-choice tests. This study investigates

the effect of using alternative assessment methods on the test performances of 56

second-year scientific section students in English as a Foreign Language (EFL) classes

at Misurata Secondary School for boys in Misurata, Libya. The study also explores

students' attitudes towards these assessment tools. A quantitative approach with a quasi-

experimental design and a questionnaire was employed. The findings show that

alternative assessment (AA) methods did not significantly affect students' testing

performances compared to traditional methods. However, students generally held

positive attitudes towards both alternative and traditional assessment (TA) methods, with

a slightly higher preference for AA. These findings suggest that AA methods are

generally well-received by students, even though they may not have a significant effect

on test performance.

Keywords: Assessment, Alternative Assessment, Traditional Assessment, Testing

Performance, EFL Classes

IX
 ‫هستخلص البحث‬

‫انرم‪ٛٛ‬ى انثذ‪ٚ‬م ‪ٚ‬ش‪ٛ‬ش إنٗ يجًٕعح يخرهفح يٍ األعان‪ٛ‬ة ٔاالعرشاذ‪ٛ‬ج‪ٛ‬اخ انًغرخذيح نرم‪ٛٛ‬ى انطالب ٔانر‪ ٙ‬ذخرهف عٍ‬

‫انرم‪ًٛٛ‬اخ انرمه‪ٛ‬ذ‪ٚ‬ح يثم االخرثاساخ راخ االخر‪ٛ‬اساخ انًرعذدج‪ٓٚ .‬ذف ْزا انثحث إنٗ دساعح ذأث‪ٛ‬ش طشق انرم‪ٛٛ‬ى انثذ‪ٚ‬هح‬

‫عهٗ أداء االخرثاس نـ ‪ 65‬طانثًا ف‪ ٙ‬انصف انثاَ‪ ٙ‬ف‪ ٙ‬انمغى انعهً‪ ٙ‬ف‪ ٙ‬فصٕل انهغح اإلَجه‪ٛ‬ض‪ٚ‬ح كهغح أجُث‪ٛ‬ح ف‪ ٙ‬يذسعح‬

‫يصشاذح انثإَ‪ٚ‬ح نهثُ‪ ٍٛ‬ف‪ ٙ‬يصشاذح‪ ،‬ن‪ٛ‬ث‪ٛ‬ا‪ .‬كًا ‪ٓٚ‬ذف انثحث إنٗ اعركشاف آساء انطالب ذجاِ ْزِ األدٔاخ انرم‪ًٛٛٛ‬ح‪.‬‬

‫ذى اعرخذاو َٓج كً‪ ٙ‬ترصً‪ٛ‬ى شثّ ذجش‪ٚ‬ث‪ٔ ٙ‬اعرثاَح ف‪ْ ٙ‬زا انثحث‪ .‬ذش‪ٛ‬ش انُرائج إنٗ أٌ طشق انرم‪ٛٛ‬ى انثذ‪ٚ‬هح نى ذؤثش‬

‫تشكم كث‪ٛ‬ش عهٗ أداء االخرثاساخ نهطالب يماسَح تاألعان‪ٛ‬ة انرم‪ًٛٛٛ‬ح انرمه‪ٛ‬ذ‪ٚ‬ح‪ٔ .‬يع رنك‪ٚ ،‬حًم انطالب عًٕيًا آساء‬

‫إ‪ٚ‬جات‪ٛ‬ح ذجاِ كم يٍ طشق انرم‪ٛٛ‬ى انثذ‪ٚ‬هح ٔانرمه‪ٛ‬ذ‪ٚ‬ح‪ ،‬يع ذفض‪ٛ‬م طف‪ٛ‬ف نهرم‪ٛٛ‬ى انثذ‪ٚ‬م‪ .‬ذش‪ٛ‬ش ْزِ انُرائج إنٗ أٌ طشق‬

‫انرم‪ٛٛ‬ى انثذ‪ٚ‬هح عًٕيًا يمثٕنح تشكم ج‪ٛ‬ذ يٍ لثم انطالب‪ ،‬عهٗ انشغى يٍ عذو ٔجٕد ذأث‪ٛ‬ش كث‪ٛ‬ش عهٗ أداء االخرثاس‪.‬‬

‫انكهًاخ انشئ‪ٛ‬غ‪ٛ‬ح‪ :‬انرم‪ٛٛ‬ى‪ ،‬انرم‪ٛٛ‬ى انثذ‪ٚ‬م‪ ،‬انرم‪ٛٛ‬ى انرمه‪ٛ‬ذ٘‪ ،‬أداء االخرثاس‪ ،‬فصٕل انهغح اإلَجه‪ٛ‬ض‪ٚ‬ح كهغح أجُث‪ٛ‬ح‬

‫‪X‬‬
 Chapter One

1. Introduction

There is a longstanding tradition of assessing human abilities and how people

learn in education. This tradition has been used to inform educational practices and

policies, and this process provides information that can be used to make future decisions.

Assessing English language learning is often a field at the forefront of education.

Assessment is a crucial component of classroom learning and teaching, involving

various methods and techniques to gather information about students' understanding,

knowledge, motivation and performance, then used to make informed decisions (Allan,

1999; Ekbatani& Pierson, 2000; Lambert & Lines, 2000; as cited in Tosuncuoglu, 2018).

Assessment is also essential for students because it helps them maintain their

learning progress and enhances their motivation to learn the language actively

(Phongsirikul, 2018). Wojtczak (2002) explained that once the students know their

strengths and weaknesses, they can design a plan to overcome any language-related

problems they may have. This encourages and motivates them to keep learning and

improving their language performance.

Different assessment methods can provide teachers and administrators with

different methods to analyze students‘ performance (Norova & Haydarali, 2021). One

way is TA which is usually characterized by testing methods by which objective and

measurable data are collected about some aspects of reality in the form of a pencil-and-

paper test (Lustgarten, 2022). TA is often seen as a static representation of a student's

knowledge, evaluating their understanding at a specific moment when the test is

administered (Lustgarten, 2022). This method implies that students are primarily focused

1
on memorizing information to perform well on the test, rather than actively constructing

knowledge in a way that aligns with their preferred mode of assessment (Letina, 2015).

The prevalence of TA in the classroom can lead to a situation where teachers prioritize

teaching to the test, limiting their effectiveness in imparting a broader range of

knowledge and skills (Lustgarten, 2022).

According to Berry (2010, as cited in Gentova & Madrigal, 2020), TA method

can lead to negative emotions, perceptions, and memories, which can adversely affect

students' performance. Students may experience anxiety, stress, and burnout when faced

with TA tools. As a result, Mansory (2020) highlights that researchers and educators

have recognized the need for AA tools that go beyond traditional tests. The aim is to

meet students' expectations, enhance their motivation, reduce test anxiety, and improve

their overall performance. Language testers have also acknowledged the limitations of

TA method in accurately assessing students' knowledge and learning. Consequently, they

have begun exploring innovative methods to assessment (Rezaee et al., 2013). This

approach, known as AA, offers a promising solution to address the challenges associated

with TA method in the field of language testing.

The AA method can be defined as assessing students‘ language progress through

non-conventional methods, which are student-centerd. (Rezaee et al., 2013). This

method aims to measure a learner's proficiency by performing tasks in real-life

situations. The TA tools can have the elements of surprise, competition, enjoyment, and

fun (Mansory, 2020). Mansory also stated that teachers could use various non-traditional

assessment techniques to assess students‘ learning. These may include projects, concept

maps, performance assignments, peer assessments, self-assessments, portfolio

2
assessments, observation, drama, journals, diagnostic trees, teacher and student

interviews, conferences and posters.

Teachers need to be creative and use assessment methods to provide a

comfortable and practical classroom learning atmosphere. If new methods are not

developed and adopted, students can become disinterested in learning the language,

which would ultimately defeat the purpose of the language learning program.

1.1. Assessment in the Libyan Context

Communicative language teaching materials were introduced into the Libyan

educational system, requiring not only a shift in teaching and learning but also a

modification in assessment methods. According to Elmahjoub (2023), there is an

assumption of a desire for reform, or at the very least, an intention for it. Elmahjoub

argues that despite the implementation of certain changes in the early 2000s, that is

incorporating new materials based on the communicative language teaching (CLT)

approach, assessment is often overlooked in the Libyan education system as it has not

been given adequate attention and is still only utilized as a tool to determine the overall

knowledge acquired by learners from a particular course.

The assessment system in Libya evidently presents numerous challenges;

students‘ dependence on memorization, the increased emphasis on final exams, and the

prioritization of precise information recall. The system is largely centered around the

recognition of accurate memorization. There appears to be a vocalized desire for

autonomy: the freedom to inquire, the freedom to articulate their thoughts, and the

freedom to be liberated from the dominance of memorization and recollection (Alhmali,

2007).

3
 Several researchers (Alhmali, 2007; Aldabbus, 2008; Orafi & Borg 2009;

Shihiba, 2011; Tantani, 2012, Onaiba 2013) have revealed that the majority of Libyan

students experience a lack of self-confidence and exhibit disinterest in participating in

the learning process. Additionally, they seem to face difficulties in applying their

knowledge in practical situations. The lack of investigation on assessment methods and

the consequences of English language instruction in secondary schools is quite apparent

and requires immediate attention.

Despite the fact that one of the overarching aims of education in Libya is to

facilitate new forms of learning and empower students to explore their potential and

acquire knowledge autonomously (GPCE, 2008, as cited in Al-Fourganee, 2018), it is

evident that Libyan English teachers in secondary schools are not effectively

implementing and comprehending assessment practices. Al-Fourganee (2018) suggested

that the incompetence of teaching and assessment methods used in Libyan schools could

be a contributing factor to the students' underperformances.

In conclusion, the current assessment process in secondary schools in Libya

involves students preparing for a mid-term and a final exam for every subject they study.

Regretfully, most of the time, students are not given the opportunity to receive feedback

on their exams, which means they are unaware of their strengths and weaknesses.

Consequently, teachers are unable to track their students' progress effectively, and their

performance is evaluated based on criteria that are arbitrary rather than explicit (Al-

Fourganee, 2018).

4
1.2. Statement of the Problem

In the Libyan context, some EFL teachers continue to use outdated teaching

methods and inappropriate assessment forms to assess students‘ performances and

enhance classroom learning (Shihiba, 2011). This is in accordance with Grada's (2014)

claim that students in Libya are still relying on their teachers and take a passive role in

the classroom. This conflicts with modern assessment principles and new teaching

techniques, which emphasize the importance of learner engagement and independence.

In order to promote effective learning outcomes, students should be actively involved in

their own learning process and encouraged to take ownership of their learning.

In accordance with these authors, Onaiba, (2014) has reported that most of the

formative or summative assessment approaches in Libyan EFL classrooms are confined

to TA, solely introduced to students in the form of pen and paper tests. Onaiba (ibid) also

stated that none of the AA practices had been deployed by teachers when assessing their

students. This means little or no is known about such deployment, particularly its effects

on students' test performance, which inspired the researcher to carry out this study.

There is dissatisfaction with TA in the EFL classroom due to its limitations. TA

fails to accurately measure students' English proficiency or their ability to effectively use

English in real-life contexts. Ramadan and Dekheel (2020) noted that there is a prevalent

discontent among both students and educators regarding the use of exams as a valid

method for assessing students‘ performances. This dissatisfaction stems from the

observation that students may achieve high scores on exams despite having a limited

understanding of the material, known as test score pollution. Additionally, some argue

5
that assessing students based on a limited number of exams may not provide an accurate

reflection of their true capabilities.

In line with the previous study, the researcher of the current study, along with

other EFL Libyan teachers, has observed that many students perform poorly in their

exams. This may be due to various factors, one of which is that students are assessed

using only one method, namely TA through pen-and-paper tests. This limitation prevents

students from compensating for any gaps in their knowledge or skills that may have

arisen during the assessment. As a result, this study was conducted to explore the

potential effect of AA tools in bridging the gap where TA methods have been

insufficient.

1.3. Aims of the Study

Despite the consensus on the effectiveness of AA methods and their positive

effect on the educational process, as reported by Baniabdelrahman, (2010); Safa &

Goodarzi, (2014); Heidarian, (2016); Aliasin & Amanlu, (2017); Kafipour &

Khoshnood, (2023), AA tools have yet to prove effective in Libyan EFL classrooms due

to absence of its implementation in this context. Thus, this study aimed to (1) explore the

effect of AA methods on students‘ testing performances in Libyan EFL classes; and (2)

investigate students‘ attitudes towards AA tools. A thorough investigation into these aims

was conducted to participate in ongoing discussions regarding assessing students‘

educational progress. The following are the research hypotheses and questions addressed

in this study.

1.4. Research Hypotheses

In order to achieve the aims of the study, the following hypotheses have been set:

6
 Null Hypothesis (H0): Alternative Assessment methods have no effect on

second-grade secondary school students‘ test performance.

Hypothesis 1 (H1): Alternative Assessment methods have a positive effect on

second-grade secondary school students‘ test performance.

1.5. Research Questions

To accomplish all the aims mentioned previously, the following questions were

tackled:

(i) How does using alternative assessment methods affect second-grade

secondary school students‘ test performance?

(ii) What are students‘ attitudes towards using alternative assessment

methods?

1.6. Scope of the Study

This study examined the effect of AA methods on the testing performances of

second-grade students in the scientific section at Misurata Secondary School for boys in

Misurata, Libya. The research was conducted in the second semester of the academic

year 2022-2023. A quasi-experimental design was utilized to achieve the desired

outcome. Additionally, the attitudes of the participants were assessed using a

questionnaire with closed-ended items. So, this study is limited to the above stated aims,

the context where it is implemented, and the addressed participants‘ sample.

1.7. The Significance of the Study

The current study gained its significance because, to the best of the researcher‘s

knowledge, no previous empirical research has been conducted in the context of the

7
study used both a quasi-experiment method and a questionnaire to explore the effect AA

tools have on students‘ test performance.

Methodologically, several studies have been conducted to investigate the effect

of AA tools on students' learning outcomes using questionnaires and surveys. Only a few

studies, among which is the current study, have used a mixed-method approach to

explore the effect of AA tools on students‘ test performances.

Hopefully, the study would help teachers opt for the appropriate assessment tools

that motivate students to be more involved in their learning and to gain better learning

outcomes. Moreover, it would help teachers improve their teaching materials and

assessment activities to match students' learning needs. Educators desire to integrate AA

practices into their teaching, but there needs to be more knowledge about how to do so

effectively. The lack of clarity surrounding AA methods makes it difficult to gauge

student performance accurately. Thus, this research is needed to explore the effect of

incorporating AA into the classroom compared to TA tools on students‘ test performance.

1.8. Definitions of Key Terms

 Tests: In basic terms, a test can be defined as a means of evaluating an

individual's skills, knowledge, or performance in a specific field. Performance-

based tests involve assessing the test-takers practical application of language

skills, and based on these specific instances, the test administrator makes

inferences about the individual's overall language proficiency (Brown, 2004).

 Assessment: According to Ornstein and Hunkins (2009), assessment is defined as

the systematic collection of data or information by individuals with the primary

objective of making informed decisions. On the other hand, Brown and Green

8
 (2006) describe assessment as a means of examining the learning process,

specifically focusing on an individual's learning outcomes or achievements as

demonstrated by the final product.

 Alternative assessment refers to methods and approaches that can be

implemented within the instructional setting and seamlessly integrated into the

everyday activities of a school or classroom (Hamayan, 1995 as cited in Moqbel,

2020).

 Traditional Assessment, as described by Nasab (2015), refers to a conventional

form of assessment that commonly includes standardized tests featuring

multiple-choice, short-answer, true-false, and extended-response questions. It can

be seen as a momentary evaluation of a student's knowledge, capturing their

understanding at a specific moment when the test is administered. This approach

suggests that students acquire information to be utilized for test purposes rather

than actively constructing knowledge based on their preferred assessment

methods (Letina, 2015).

 Attitudes according to Bizer et al., (2006) are considered essential in the field of

psychology because they play a significant role in elucidating individuals'

choices and behaviors. An attitude can be described as a broad and relatively

long-lasting assessment of a person, object, or issue. It serves as a reflection of

our overall perception of whether the target is generally positive or negative,

appealing or unappealing.

9
1.9. Outline of the Study

This study is structured into five chapters. Firstly, this chapter has provided a

comprehensive introduction, including the study's background, problem statement,

research aims, research questions and hypothesis, scope, aims, significance and

definitions of key terms. Chapter Two reviews related literature on the effect of different

assessment methods on students' testing performances, as well as their attitudes towards

various assessment tools. Chapter Three details the methodology used in the study,

including the research design, instruments, sampling techniques, data collection

procedures, data analysis, and ethical considerations. In Chapter Four, the data analysis

framework and procedures are outlined for analyzing both the quasi-experimental data

and the questionnaire data in a quantitative format. The chapter provides details on the

specific methods and techniques employed to analyze the collected data. Additionally,

the chapter provides a discussion of the results obtained from the data analysis. Finally,

Chapter Five offers concluding remarks followed by research recommendations,

limitations, and suggestions for future research.

10
 Chapter Two

2. Literature Review
2.1. Introduction

Reviewing the existing literature is essential as it provides researchers with an

understanding of the current knowledge and research pertaining to a specific question or

problem (Research guide, 2023). It allows them to situate each study within the broader

context of its contribution to the understanding of the research problem at hand. By

examining prior works, researchers can identify gaps in knowledge, build upon existing

findings, and ensure their study addresses novel aspects or fills knowledge gaps in the

field. This chapter is structured into two primary sections: Theoretical Background and

Empirical Studies. The theoretical background begins by providing an overview of

assessment, examining its definition, purpose, and significance within the field of study.

Furthermore, it discusses and compares AA and TA methods, elucidating the advantages

and disadvantages of each approach. Also, it explores a range of assessment techniques

beyond TA methods, such as performance-based assessments, portfolios, self-

assessments, peer assessments, and project-based assessments. The Empirical Studies

section focuses on reviewing and summarizing existing published research and scholarly

works relevant to the research topic.

2.2. Theoretical Background

Assessment is an essential component of education, specifically in the realm of

language learning, as it strives to enhance the abilities of both educators and those being

assessed. Therefore, it can be inferred that assessment is a means of improving the

standard of education, as it can improve continuous learning skills and enhance

performance in different educational contexts.

11
 Brown (2004) defined assessment as ―an ongoing process that encompasses a

much wider domain. Whenever a student responds to a question, offers a comment, or

tries out a new word or structure, the teacher subconsciously assesses the student‘s

performance‖ (p.4). Assessment as defined in the Revised National Curriculum

Statement for Grades R-9 Schools, (2002), is seen as an ongoing, planned procedure of

collecting data on the progress of students evaluated against the assessment criteria of

the learning outcomes. It necessitates well-defined criteria and a range of suitable

methods to enable educators to provide helpful feedback to students and to communicate

with parents, and other concerned individuals.

Although numerous learning theories and models have been developed in the last

few decades, there has been minimal effort to reform assessment practices in Libyan

schools. In fact, educational reform agendas have consistently neglected assessment.

Most of the adopted frameworks emphasized designing the curriculum and teaching

methodologies while neglecting the assessment aspect. (Shinn, 2012; Suleiman &

Kunnath et al., 2021, as cited in Ayyoub et al., 2021).

The perspectives on assessment have undergone significant transformations in

recent decades. Presently, assessment is not considered solely a means of testing

students towards the end of a unit or course in order to rank them. Instead, it is regarded

as an integral element of teaching and learning (Khattri & Sweet, 1996; Nasab, 2015).

Several factors have contributed to the change that different perspectives on assessment

have undergone. The first factor is associated with the comprehensive perspective of

language. From this perspective, being proficient in a language necessitates familiarity

with the diverse facets of that language (Moqbel, 2020). In this regard, Hamayan (1995,

12
as cited in Moqbel, 2020) claimed that AA can mirror the comprehensive view of

language since its procedures are established on the concept that the various facets of

any language are interconnected.

The second factor is related to the performance and proficiency of the language,

which largely hinges on the objective of language usage and the setting in which it is

utilized (Moqbel, 2020). Hence, offering students assessment prospects reflecting the

intended practices is advantageous, which can be attained through AA (Barlow &

Coombe, 2000).

Birenbaum and Dochy (1996) and Segers et al., (2003) have characterized this

transformation as a shift from a testing culture towards an assessment culture. This

alteration can also be described as a shift from assessment of learning, which is an

assessment to measure learning, to assessment for learning, which is an assessment to

enhance learning (Dochy & McDowell, 1997; as cited in Moqbel, 2020). Assessment in

this context is viewed as a tool for learning and an integral component of classroom

activities, and it should take place simultaneously with learning activities (Butler, 1997;

Khattri & Sweet, 1996; Wikström, 2007, as cited in Moqbel, 2020).

2.2.1 Traditional and Alternative Assessment

Assessment is crucial in the field of learning. It is undeniable that an educator

must be aware of the extent to which the learners have grasped the subject matter

regardless of the assessment type (Nasab, 2015). Broadly speaking, there are two

primary types of assessment methods: Traditional and Alternative Assessment. TA,

which has been in use for a longer period, typically involves testing practices that gather

factual and quantifiable information about a particular subject (Fulcher, 2010). Nasab

13
(2015) also defined TA as a standardized test consisting of multiple choice, short answer,

true-false, as well as extended response questions.

Contrary to the perception that TA lack positive characteristics entirely, it is

important to acknowledge that they do possess advantages. One of the key strengths of

TA strategies is their objectivity, reliability, and validity. This is particularly evident in

standardized tests and other forms of multiple-choice assessments (Law & Eckes, 2007).

Traditional tests, including standardized ones, are often designed with well-defined

scoring criteria and established norms, allowing for consistent and unbiased assessment

of student performance. Dikli (2003) explained that TA methods aim to inspire students

by offering them external rewards and favorable outcomes. This approach seeks to

motivate students through tangible incentives and positive achievements.

According to Kelly (2003), TA methods, as cited by Stears and Gopal (2010),

offer advantages in assessing content-related knowledge and are relatively

straightforward to implement. These methods hold value in informing policy decisions.

TA is frequently employed to enhance grades, particularly in poor socio-economic

environments, where students are frequently given tests that address limited portions of

the syllabus and emphasize memorization (Stears & Gopal, 2010).

Nevertheless, supporters of process-oriented curricula argue against the

suitability of TA methods in EFL classroom curriculums (Nasab, 2015). They highlight

the limited benefits of detailed and descriptive feedback regarding outcomes and

learning processes in TA methods (Barootchi & Keshavarz, 2002 as cited in Nasab,

2015). Lustgarten (2022) highlights the criticisms frequently directed at TA, particularly

in terms of their shortcomings related to authenticity, multidimensionality, and real-

14
world relevance. These assessments often prioritize rote memorization and reproduction

of knowledge, neglecting the assessment of practical skills.

Hence, the discontentment with TA because of its restrictions in the EFL

classroom has led to the emergence of AA, which can overcome the limitations of TA by

providing opportunities for EFL students to utilize language in practical situations and

demonstrating their English proficiency (Al-Mahrooqi & Denman, 2018).

As stated by Fulcher (2010), AA is focused on a set of practices that aim to

measure a subject in a less objective manner. AA, also known as formative assessment,

is an approach that involves continuous assessment of the language proficiency of

students (Aliasin & Amanlu, 2017; Barlow & Coombe, 2000; Gielen et al., 2003;

Hamayan, 1995, as cited in Moqbel, 2020). This assessment process not only measures

academic performance but also assesses student drive, involvement, and approach

towards the subject matter (Lustgarten, 2022).

It is important to differentiate between Academic Achievement and Academic

Performance of the students. Academic performance (i.e., testing performance) refers to

a measurable outcome, typically expressed in numerical terms, such as a student's test or

examination score (Etobro, 2022). On the other hand, academic achievement refers to

the educational outcomes that students attain after completing a specific academic

program within a defined timeframe. It represents the level of success achieved at the

conclusion of an academic pursuit (Omebe, 2015 as cited in Ikwuka, et al., 2021).

Assessing an individual's academic performance through tests and observations serves as

a benchmark for assessing their level of achievement. Academic achievement plays a

15
vital role in accurately assessing students' abilities and identifying their strengths and

areas for improvement (Ikwuka et al., 2021).

In contrast to TA, the AA method focuses on the student's perspective and

enables educators to comprehend a student's thought process (Letina, 2015). It allows

teachers to gain a comprehensive understanding of a student's comprehension and their

capability to apply it. Moreover, it assesses a student's capacity to generate precise

information instead of selecting the right answer (Nasab, 2015). Consequently, educators

can obtain valuable insights into how to revise future lesson plans and address any

misunderstandings that may arise from students' responses (Lustgarten, 2022).

Middle school students, who are in a crucial stage of development bridging

childhood and adolescence, can greatly profit from the benefits offered by alternative

assessment (Krawczyk, 2017). AA method promotes cooperative learning, enable

flexible groupings in diverse classrooms, and provide opportunities for support and

appropriate challenges to accommodate students with different learning abilities (Moon

et al., 2005). AA enables teachers to establish inclusive learning environments in which

students from different backgrounds can achieve success at their own pace and receive

fair assessments (Hendrickson & Gable, 1997 as cited in Krawczyk, 2017).

Despite the advantages linked with AA, there are still reservations about this

method that must be addressed before it can be effectively implemented on a broader

scale. On the teacher's side, a more significant amount of planning and well-thought-out

goals are necessary to be provided to the students (Nasab, 2015). Nasab criticizes this

method noting that the AA tasks require a lot of effort from the teacher to have a well-

organized plan on how to carry out AA.

16
 Despite this, AA offers indisputable benefits over conventional testing

approaches, as it acknowledges the individual learning processes of each student, while

also considering their cultural background and existing knowledge levels (Chirimbu,

2013).

2.2.2. Alternative Assessment Tools

Within the classroom, there are diverse learning styles, which has led to students

requesting AA method and subsequently adapting their behaviors accordingly.

(Mohammed & Hayder, 2022). As a result, several investigations must be carried out to

determine the efficacy of AA instruments when they replace or supplement TA methods.

Role plays, observations, self-assessments, peer assessments, project-based

assessments, concept maps, and classroom presentations are some instances of AA

instruments (Phongsirikul, 2018). Ed Roeber (2002, as cited in Mohammed & Hayder,

2022), notes that the following AA tools are frequently employed to assess students:

Observation with Structured and Unstructured Settings. Teachers are

encouraged to assess students' competency in various tasks using observation

techniques. Unstructured observation involves observing students' everyday activities

without a specific framework in mind. On the other hand, structured situations are

created by teachers to provide a context where specific skills are more likely to be

utilized. The grades assigned to students often reflect the number of competencies they

have successfully demonstrated. This approach facilitates the collection and reporting of

students' academic scores.

Checklists. This technique depends on educators to remember if learners can

perform specific tasks. The benefit of this new tool is that it enables a rapid gathering of

17
data, yet the assessment may not be entirely reliable. Typically, the reported scores

denote the number of accomplished performances and could be added up.

Portfolio. This technique evaluates the progress of pupils by gathering a variety

of student assignments, assessment of their performance, observations, and additional

information. According to Genesee and Upshur (1996), a portfolio is ―a purposeful

collection of student‘s work that demonstrates …. their efforts, progress, and

achievements in given areas‖ (p.99).

In addition to the mentioned tools, Brown (2004) identified several other AA

techniques.

Journals. Journals play a significant function in an educational model that

highlights the significance of self-reflection in the course of learners assuming authority

over their own fate. A journal is a record or log of an individual's feelings, sentiments,

responses, evaluations, ideas, or advancement towards objectives, often written with

minimal regard for organization, structure, or accuracy.

Performance Assessment. Teachers and pupils collaborate on an assessment that

necessitates careful forethought and design, while the teacher monitors the students'

ability to finish the tasks. Nevertheless, as it only measures a limited set of skills, it is a

time-consuming process. Grades for every performance assessment are presented.

Samples of Student Work. The proficiency of each student is evaluated by

presenting examples of their work that showcase their skills. The advantage of such an

assessment is that it becomes challenging for educators to identify the origin of a

student's work, as very few students are capable of producing entirely authentic written

pieces without resorting to plagiarism.

18
 Assignments. An assignment refers to tasks given to pupils by their educators to

finish outside the classroom. Typical tasks assigned for homework may comprise a

certain amount or duration of reading to be carried out, written or typed work to be

accomplished, problems to be resolved, a school project to be constructed, or other

abilities to be practiced.

Conference and interviews. Conferences in language lessons, particularly

writing-focused classes, have been a common practice for many years. These

conferences involve teacher-student discussions to improve the quality of written work.

These discussions often include interviews, where teachers assess verbal

communication, determine student needs, understand learning preferences, and conduct

assessment. Carefully formulated questions ensure reliable responses. In this case, the

teacher interviews the student for a specific assessment purpose (not referring to a

student conducting interviews to gather information). To ensure reliability, the questions

asked during an interview should be carefully formulated to elicit focused responses

(Brown, 2004).

Peer and Self Assessments. Peer assessment and self-assessment are widely used

AA tools in education. Peer assessment involves students assessing the work of their

peers based on criteria and standards, providing feedback and making suggestions for

improvement. This interactive process applies to various aspects such as oral

presentations, written work, tests, and portfolios. Self-assessment, on the other hand,

involves students recognizing and assessing their own performance, aiming to produce

better work. It is a metacognitive approach in language learning that allows learners to

19
reflect on their progress and assess their language abilities. Self-assessment provides

opportunities for learners to monitor their own learning and gauge their advancement.

Concept Map. As stated by Novak & Gowin (1984, as cited in Nasri et al.,

2010), a concept map is a structured representation of knowledge that consists of

concepts or notions and their interconnections. The concepts are contained in circles or

boxes and are connected to other concepts through lines or arrows. Arrows are utilized to

indicate the direction of the connection while lines signify the flow of the relationship,

either from top to bottom or horizontally, originating from the primary concept. The

crucial aspect of a concept map is that the concepts are organized in a hierarchical

manner.

All in all, AA tools serve different purposes and objectives. They can help in

determining training requirements and selecting the optimal educational materials. They

are beneficial in tracking advancements and measuring the degree to which course goals

have been attained. Moreover, they are applicable in various foreign language programs,

including those offered by applied sciences universities (Dejica-Carț iș , A. & D Dejica-

Carț iș , 2013 as cited in Chirimbu, 2013).

For the purpose and the scope of this study, the researcher utilized several AA

tools and techniques. These included tasks such as projects, concept mapping,

presentations, assessing reading comprehension, writing a paragraph, role-plays, task-

based assessment as well as employing observations and interviews.

2.3. Empirical Studies

This section provides a thorough examination of the knowledge and research

already conducted on the research topic, highlighting key findings and methodologies.

20
2.3.1 Previous Research on the Effect of Alternative Assessment Methods on

Students’ Test Performance

Proponents of AA methods in EFL classes have proposed that this form of

assessment has led to several positive outcomes in teachers‘ practices in general and

students‘ learning in particular (Borko et al., 1993; Koretz et al., 1993; Stecher and

Mitchell, 1995; Newman et al., 1996; Brown, 2004; El-Koumy, 2009; Baniabdelrahman,

2010; Safa & Goodarzi, 2014; Heidarian, 2016; Aliasin & Amanlu, 2017; Kafipour &

Khoshnood, 2023).

In Safa and Goodarzi‘s (2014) study, for instance, the researchers used Task-

Based Language Assessment (TBLA) as an AA tool to develop Iranian EFL students'

grammar skills. Both a control and an experimental group underwent identical grammar

instruction for ten sessions. However, the experimental group was given a TBLA

grammar assessment every three sessions, while the control group took traditional

grammar tests. The same grammar test was given to both groups as the post-test

following the treatment, just as it was administered as the pre-test. The analysis of the

post-test and the t-test comparing group means revealed a significant difference between

the two groups, indicating that the students in the experimental group experienced a

noteworthy improvement in their grammar skills after undergoing the task-based

assessment.

Despite the positive effect observed in the previous study, it has a limited focus

on specific language skills i.e., grammar. By solely examining this skill, the findings

may not provide a comprehensive understanding of the overall language proficiency and

the broader impact of AA method on language development. In contrast, the researcher

21
of the present study addressed this limitation by extending the focus to include different

language aspects in students' testing performances. This broader scope allows for a more

comprehensive understanding of the effect of AA method on EFL students' language

development.

Upon reviewing the existing literature, it was found that only a limited number of

studies have investigated the effect of AA on students‘ test performance in particular.

Aliasin and Amanlu (2017) and Baniabdelrahman (2010) conducted studies to highlight

the effectiveness of AA method in enhancing students' performance in specific language

skills.

In Aliasin and Amanlu's study, the focus was on Iranian EFL Learners‘ reading

comprehension ability and Self-efficacy in reading. The experimental group received AA

tasks targeting different aspects of reading comprehension skills, while the control group

received TA methods. The participants' performance was assessed using two equivalent

reading comprehension tests, administered as pretest and posttest. The findings showed

that the experimental group demonstrated a statistically significant improvement in their

reading comprehension performance compared to the control group.

Similarly, Baniabdelrahman's study concentrated on Jordanian EFL students‘

performance in reading comprehension in English. The study sample comprised two

eleventh-grade sections, with an experimental group and a control group, consisting of a

total of 136 students (67 male and 69 female). A reading test was created and validated

for data collection. Student self-assessment was employed using one-minute papers and

rating-scale sheets to gauge their progress. The study's results indicated a positive impact

of student self-assessment on their academic performance in English reading.

22
 While the studies mentioned in the previous context focused specifically on

reading comprehension and performance, exploring the effects of AA techniques on

other language skills can provide a more comprehensive understanding of their effect on

overall language proficiency.

The use of a traditional exam as a pre and post-test in Baniabdelrahman‘s (2010)

study allowed for a standardized measurement of students' performances in a consistent

and familiar format. It provided a reliable means to assess the effect of the intervention

on students' reading skills and determine whether any significant changes occurred as a

result of the treatment. According to Sanders (2019), both pre and post-test

administrations should utilize the same assessment instrument, but with different

versions or forms that are comparable. This ensures that the results obtained from the

administrations can be compared, while also ensuring that the student does not take the

exact same test twice. In the same manner, the researcher in the current study employed

a consistent form of traditional pre and post-tests to assess the effect of the intervention

on students' testing performances.

Beyond the realm of English Education, the field of general education has also

recognized the importance of AA methods. These methods offer a departure from

traditional standardized testing, placing emphasis on students' abilities to apply

knowledge, think critically, and solve problems. Researchers and educators in general

education (Newmann et al., 1996; Kırıkkaya & Vurkaya, 2011; Öztürk & Şahin, 2014;

Pereira et al., 2017; Ayyoub et al., 2021; Lustgarten, 2022) have investigated the effect

of AA method on students‘ learning outcomes, engagement, critical thinking skills, and

overall academic performance in various domains.

23
 In a study conducted by Öztürk and Şahin (2014), the researchers investigated

the effect of assessment and evaluation activities, including learner journals, self-

assessment, peer-assessment, and group assessment, on Turkish students' academic

achievement in mathematics. The study employed a quasi-experimental design and

involved two experimental groups consisting of 61 fifth-grade learners from three

different schools in Çanakkale, as well as two control groups comprising 69 pupils. The

researcher collected data using various scales, such as the 5th-grade Mathematics

Achievement Scale, Turkish Reading Comprehension Scale, Mathematics Attitude

Scale, and Mathematics Self-efficacy Scales. The findings of the study indicated that the

implementation of diverse assessment techniques, including self-assessment, peer

assessment, group assessment, and learner journals, resulted in improvements in

mathematical academic achievement, self-efficacy levels, attitudes, and learning

perseverance among fifth-grade students compared to traditional assessment and

evaluation methods.

In a recent study, Lustgarten (2022) explored the effect of different assessment

procedures on students‘ achievement in a high school physical science classroom in

Fostoria City Schools in Ohio with a mixed-method research approach. This study was

conducted throughout one physical science classroom consisting of 21 students. By the

end of the three-week physics unit, students were assessed using both alternative and

traditional assessment methods each on a separate day. The results showed that a

significant number of students demonstrated improved performance on the AA in

comparison to the TA methods.

24
 Although the studies mentioned have made valuable contributions to

understanding the effect of AA methods on students' academic achievement, however,

some concerns have been raised. In Lustgarten‘s study, for instance, the study does not

mention the inclusion of a control group for comparison. Without a control group, it

becomes difficult to ascertain whether the observed improvements in performance on the

AA were solely due to the assessment procedure or other factors such as teaching

methods, individual differences among students, or external influences. Additionally,

relying solely on a quasi-experimental design for data collection in the study conducted

by Öztürk and Şahin (2014) may limit the depth of insights gained. While quasi-

experimental designs have their merits, incorporating additional data collection tools can

provide a more comprehensive understanding of the research topic.

By shifting the focus to EFL classes and including different language aspects, the

researcher of the current study addressed a broader scope of language proficiency and

provided insights into the effects of AA methods on various aspects of language.

Additionally, the researcher recognized the importance of understanding students'

perspectives and experiences regarding AA methods. By incorporating a questionnaire,

the study allowed for the collection of quantitative data on students' attitudes, providing

insights into how these assessment methods are perceived and experienced by the

students themselves.

It is worth noting that the study has also utilized an experimental group and a

control group, which helps address the limitations mentioned in Lustgarten's study. By

including a control group, the study allowed for a comparison between the effects of AA

methods and TA methods. The control group provides a baseline against which the

25
experimental group can be compared, helping to determine the specific effect of the AA

methods on students' performance.

It is worth bringing to attention that not all studies yielded positive outcomes

when examining the effect of AA method on students' achievement. A study conducted

by Bachelor (2017) examined the effectiveness of AA method as replacements for TA on

first-year students in a language classroom attending a high school in the Midwestern

United States. The researcher in the study conducted three units of instruction for the

students and documented the process in a journal. The teaching methods used by the

researcher were the same for both the control and experimental groups, covering the

required vocabulary and grammar goals established by the department at the school. The

primary difference between the groups was in the assessment methods. Both the control

and experimental groups took the department's traditional, summative final exam.

However, the experimental group underwent a dynamic assessment for unit one, a TBLA

for unit two, and a formative assessment involving peer and self-evaluations through

writing assignments for unit three. while the control group solely took traditional exams.

The results revealed that there was no significant difference in the scores of the

experimental group‘s final exam compared to the scores of the final exam of the control

group.

Bachelor (2017) did not elaborate on this particular finding. Thus, one may argue

that the absence of a significant difference in the final exam scores between the

experimental and control groups could potentially be attributed to the students' lack of

familiarity with the AA methods used in the experimental group. In other words, the

students may not have had enough exposure or experience with the specific AA

26
employed as the final assessment method. To address this limitation, the researcher in

the current study took steps to mitigate the potential effect of students' unfamiliarity with

AA methods. Specifically, the researcher included multiple AA methods throughout the

course for the experimental group. This approach provided students with repeated

exposure and practice with AA method, allowing them to become more familiar and

comfortable with these assessment techniques.

Additionally, both the experimental and control groups were assessed in the pre

and post-tests using TA methods. By including TA for both groups, the researcher of the

present study ensured that all students had a common baseline of experience with TA

methods. This helped to establish a fair comparison between the groups and mitigate the

potential influence of unfamiliarity with AA on the final exam scores. By incorporating

multiple AA methods throughout the course and including traditional tests as pre and

post-tests for both groups, the researcher aimed to enhance the validity and reliability of

the study's findings while addressing the limitation of students' unfamiliarity with AA

methods.

Sahera et al., (2022) conducted a study to assess the effectiveness of using both

authentic and TA in the field of health and educational sciences at Amman Arab

University. The study employed an experimental design to compare the performance of

students enrolled in two introductory psychology courses that were similar in difficulty

and content. The two courses utilized different types of assessments: traditional

assessments and authentic assessments. The participants in the study were the same

students who took both courses. The researchers compared the final grades of the

students in both courses to assess the effect of the assessment type on their overall

27
performance. The analysis of students' academic achievements using traditional and

authentic assessments revealed a statistically significant difference in their grades.

Specifically, students achieved higher grades in the traditional exam compared to their

grades in the authentic assignment.

The key difference between Sahera et al.'s study and the researcher of the current

study lies in the presence of a control group in the latter, which allows for a more robust

comparison and assessment of the effect of the AA methods. Both studies (Bachelor,

2017; Sahera et al., 2022) did not extensively discuss potential confounding factors that

may have influenced the results. Factors such as teaching methods and students‘ prior

knowledge and skills, could have affected the outcomes but were not explicitly

addressed. The researcher of the current study took steps to address potential

confounding factors. By ensuring that both the experimental and control groups received

similar teaching methodologies, the researcher attempted to control of the influence of

teaching methods on the outcomes.

Addressing these limitations by considering teaching methods, participants'

prior knowledge, and skills, improve the internal validity of the study. It strengthens the

researcher's ability to attribute any differences in the outcomes to the AA method rather

than other factors.

The purpose of the current study was to contribute to the existing body of

research, which has consistently demonstrated the positive effect of AA methods on

students' skills, engagement, motivation, and academic achievement. This study sought

to address the research gap by specifically investigating the effects of AA methods on

students' testing performances in Libyan EFL classrooms. To accomplish this, the study

28
employed quasi-experimental designs and administered a questionnaire to gather

students' perspectives on these AA methods. By doing so, the study aimed to fill the gap

in the literature and provide valuable insights into the effect of AA method in the Libyan

EFL context.

2.3.2 Students’ Attitudes Towards Alternative Assessment Methods

In recent times, the integration of AA alongside TA has gained significant

popularity in English language learning. However, it is crucial for teachers to determine

whether these AA truly benefit students (Fajarsari, 2016).

A number of studies highlight the positive attitudes that students have towards

AA methods. They suggest that these approaches can enhance student engagement,

motivation, critical thinking, and self-reflection, leading to more meaningful and

effective learning experiences. Therefore, to investigate students' attitudes regarding AA,

Fajarsari (2016) conducted a study at Satya Wacana Christian High School in Salatiga,

Central Java, Indonesia. This research utilized questionnaires to collect data from the

students. The findings revealed that the majority of students held positive attitudes

towards AA. They recognized the importance of AA in improving their English language

skills and abilities.

Moreover, Bachelor‘s (2017) study which was reviewed in the previous section

also investigated how the study participants perceived three distinct alternative

assessments in the language classroom: Dynamic Assessment, TBAL, and Formative

Assessment utilizing self- and peer assessments. The results indicated that students in

the experimental group held favorable views towards the AA types, with Formative

Assessment being their preferred choice and TBAL being the least favored option.

29
 Students' attitudes towards TA and AA methods as tools for assessing their

abilities were examined in Irawa‘s (2017) study. The researcher employed a

questionnaire and conducted interviews. The participants in this study were students in

an English language education program. Based on the questionnaire findings, the

researcher discovered that students' perceptions of both assessment methods were

generally similar in terms of their responses and opinions. Moreover, most students

expressed positive views towards both TA and AA. However, the AA method was found

to be more favorably regarded by students, as it received a higher proportion of positive

evaluations in their perceptions.

A more recent study conducted by Lustgarten (2022), which was also reviewed

previously, focused on students' attitudes of various assessment tools, comparing TA and

AA. The study was conducted in a physical science classroom with 21 students, and a

Likert-scale survey was used to collect qualitative data on students' attitudes regarding

both types of assessments. The results of the survey indicated that the majority of

students expressed a preference for AA. They reported experiencing less stress or

pressure when engaging with AA compared to TA. Additionally, students believed that

they gained a greater amount of learning from the AA methods. However, it's important

to note that the study's sample size was relatively small, consisting of only 21 students in

one specific classroom. This limited sample size may affect the generalizability of the

findings to a larger population.

Moreover, pertinent literature has established that learners of EFL have a

favorable outlook towards peer assessment i.e., one of the AA tools. For instance, Peng

(2009) found that students at both high and low-intermediate levels reacted positively to

30
peer assessment and their attitudes improved after experiencing this type of assessment.

Similarly, Elezovic (2011) investigated university students' acceptance of peer

assessment techniques in foreign language classrooms. The findings indicated that the

majority of students endorsed using peer assessment techniques in foreign language

classrooms. In the same vein, Burnaz (2011) contended that Turkish university learners

of English as a foreign language generally prefer portfolio assessment to teacher

assessment because they believe that the latter involves time pressure, promotes

memorization, and does not effectively measure their speaking skills in English.

Azarnoosh (2013) discovered that engaging in peer assessment positively transformed

students' attitudes towards it. Likewise, Cornelius and Kinghorn (2014) reported that

first-year Japanese university learners of EFL held favorable attitudes towards self and

peer assessment.

Conversely, some students favor traditional testing due to its perceived

simplicity, organization, and detailed evaluation which was supported by several

researchers (Garside et al., 2009; Caner, 2010; Jaturapitakkul, 2013; Phongsirikul,

2018). In these studies, students' attitudes towards different AA methods were examined

and the findings indicated that some students preferred traditional testing methods,

perceiving them as more straightforward, organized, and detailed. These students

believed that traditional exams were a more efficient way to assess their knowledge. The

preference for TA was associated with feeling comfortable in the test environment,

having confidence in their ability to succeed in the test, and perceiving the test as

valuable for retaining information for future career use.

31
 Caner (2010) conducted a study that focused on the investigation of students'

attitudes towards AA through the use of portfolios. Caner examined the attitudes of 140

Turkish EFL students who were enrolled in intermediate and upper-intermediate

preparatory classes at the School of Foreign Languages of Anadolu University. The

study employed a portfolio attitude survey, along with semi-structured interviews

conducted both with the participants and their instructors. Two open-ended questions

were also included as part of the research methodology. The findings of the study

indicated that, in general, the participants exhibited a preference for traditional pen and

pencil tests as a means of assessment. However, a significant portion of the participants

believed that portfolio assessment contributed to their English learning process. The

research also revealed that some of the participants held negative attitudes towards

portfolio assessment specifically in their writing courses.

It is worth noting that the study focused solely on prep-school students'

perspectives on portfolio assessment in their writing courses. The findings may not

necessarily apply to other subject areas or assessment contexts. It is possible that

students' attitudes towards portfolio assessment could differ when applied to different

skills or disciplines. To gain a more comprehensive understanding of students' attitudes

towards portfolio assessment across various subject areas, future research should explore

the perspectives of students from different disciplines and skill areas. This would allow

for a broader understanding of the benefits, challenges, and preferences associated with

portfolio assessment in different educational contexts.

Jaturapitakkul (2013) conducted a study to elicit the attitudes of Thai students

regarding traditional English language testing. A survey of 323 randomly selected Thai

32
freshmen from various programs was conducted. An open-ended questionnaire with four

main concerns—test fairness, test format, test content validity, and learning

opportunities from the tests—was used to collect data. The results of the study indicated

that the testing practices (i.e., traditional testing) were considered to be adequate and fair

for measuring students' English language ability. The test formats were generally

perceived as a reflection of the students' English language ability, although there was a

need for more diverse and innovative item types that could be suitable for testing all

language skills. Additionally, the current tests were viewed as being capable of

measuring the important content that students learned in their courses.

The researcher of the present study has noted that Jaturapitakkul‘s study focused

solely on the attitudes of traditional testing practices without eliciting students‘ attitudes

towards AA methods. Without a comparative analysis, it is difficult to determine the

relative strengths and weaknesses of traditional testing and how it compares to other

assessment approaches. To address this limitation, the researcher provided more

comprehensive insights into the attitudes and preferences regarding different assessment

methods by highlighting the attitudes towards both TA and AA methods. This would

enhance the validity and applicability of the findings, as it allows for a more nuanced

understanding of the students' preferences and perceptions.

In the context of the current study, Ramadan and Dekheel (2020) conducted a

study at Sirte University in Libya, using a close-ended questionnaire to explore EFL

students' attitudes towards assessment methods. The study‘s findings showcased that

those students generally preferred AA methods and showed a preference for modes of

assessment other than essays, as well as preference for continuous assessment

33
throughout the course. The study has a limitation in that it solely relied on a

questionnaire as the research method for data collection. Other research methods, such

as interviews or focus groups, could have provided additional insights and a richer

understanding of students' experiences and perspectives. In order to enhance the

comprehensiveness of the research approach, the researcher of the current study

employed a quasi-experimental design in addition to the questionnaire to further

investigate the effect of alternative assessment on students' testing performances.

2.4. Summary

This chapter has provided a detailed investigation of previous studies that are

relevant to the topic of assessment and the effect of AA method on students' test

performance. It also reviewed the literature on students' attitudes towards these

assessment approaches. The reviewed studies contribute to the understanding of

assessment practices and their effects on students' academic performance. These studies

explored various aspects such as the use of AA method, the influence of these methods

on students' test performance, and students' attitudes towards these approaches.

The current study expanded on the existing literature by investigating the effect

of AA method on test performance and attitudes of second-grade secondary school

students in Libyan EFL classes. It added to the knowledge base by focusing on the

specific context of Libyan EFL classes, which is a unique contribution compared to

previous studies that covered various educational contexts.

Similar to some previous studies, this research also examined EFL classes.

However, it differs in terms of research design, as it employed a quasi-experimental

design with control and experimental groups, whereas some previous studies only used a

34
single experimental group. Additionally, the current study incorporated a questionnaire

alongside the quasi-experiment to gain a more comprehensive understanding of students'

attitudes, while some previous studies relied on a single methodology.

Furthermore, previous studies have explored students' engagement, motivation,

and academic achievement, while the present study specifically focused on the effect of

alternative assessment tools on students' test performance in different aspects of

language skills. Thus, reviewing pertinent literature has beneficially contributed to the

choice and selection of the research design and methodology which is explicated in the

upcoming chapter.

35
 Chapter Three

3. Methodology

3.1. Introduction

This chapter presents a detailed description of the methodology utilized in this

study and its structure. This includes the techniques employed for data collection and

analysis. The study instruments are also included and were formulated to generate a

comprehensive description of the data via different methods namely; a quasi-

experimental method and a questionnaire. Apart from the ethical concerns implicated in

the investigation and the validity and reliability of the research tools, a description of the

participants was also elucidated.

3.2. Research Design

The study employed a quantitative research design, and it aimed to examine the

research hypotheses (see 1.4.) and answer the research questions (see 1.5.). Cohen et

al.‘s (2007) definition of quantitative research involves the use of empirical methods and

the formulation of empirical statements. An empirical statement, as defined by Cohen et

al. (2007), refers to a descriptive statement about the way things are in the real world, as

opposed to how they should be in ideal world.

Additionally, Creswell (2014) defined quantitative research as a research

approach that aims to explain social phenomena by collecting numerical data, which are

subsequently analyzed using mathematical methods, particularly statistical techniques.

In other words, quantitative research involves the use of empirical data to understand

and explain social phenomena, with an emphasis on numerical data and statistical

analysis as a means of drawing conclusions and making generalizations.

36
 In deterministic research, as Creswell (2014) stated, the focus is on examining

the relationships between variables and understanding the extent to which changes in

one variable may cause changes in the other variable. This approach is often used in

quantitative research, particularly in experimental and survey research. He further

explained that by manipulating independent variables and measuring their effects on

dependent variables, researchers can draw conclusions about the causal relationships

between variables. Thus, a quasi-experiment and a questionnaire were used in this study

to provide a more comprehensive understanding of the relationship between variables

and to increase the validity and reliability of the results. Both instruments are discussed

in details below.

3.3. Data Collection Instruments

This section describes the data collection tools that were utilized in the current

study. The study employed two methods for data collection which are quasi-experiment

and questionnaire. The quasi-experiment explored the effect of using AA tools on

students‘ testing performances while a descriptive part is reflected in the students‘

responses to the questionnaire designed to elicit the students' attitudes towards the use of

AA methods implemented inside the classroom. Randomly assigning students to groups

is often impractical in school settings due to preexisting and intact structures such as

classes and grade levels. Therefore, quasi-experimental designs are commonly used in

research conducted within school environments (Edmonds & Kennedy, 2016, as cited in

Sawad & Law, 2023). Additionally, the quasi-experimental research design was also

chosen for this study due to ―the inability to control for all variables in a middle school

setting‖ (Rivera, 2015, p.73). While it was not possible to control all variables, the

37
researcher aimed to address this limitation by incorporating a comparison group. By

doing so, the researcher anticipated that any main effects resulting from the

uncontrollable variables would affect both the experimental groups and the comparison

group equally (Campbell & Stanley, 1963).

3.3.1. Quasi-Experimental Design

In research, two types of experiments are distinguished: true experiments and

quasi-experiments. These experimental designs differ in their approach to placing

participants in distinct groups for the experiment, which is either randomized or non-

randomized (Gravetter & Forzano, 2012).

Quasi-experimental studies are described by Harris et al. (2006) as a type of

research design often used when a randomized controlled trial (RCT) is not feasible or

ethical. In a quasi-experimental study, the researcher does not randomly assign

participants to different groups, but instead uses existing groups or naturally occurring

events to create groups.

The type of quasi-experimental design employed in this study where there is a

pre-test and post-test for both the control and treatment group is known as the

nonequivalent group pretest-posttest design (Campbell & Stanley, 1963). In this design,

participants were not randomly assigned to the control and treatment groups, and the

groups were not equivalent at the outset of the study. However, both groups were tested

before and after the intervention or treatment, allowing for a comparison of changes in

the dependent variable over time (Campbell & Stanley, 1963). This design can help

control for internal validity threats, such as history, maturation, and regression to the

38
mean. However, it is still subject to other threats to internal validity, such as selection

bias and testing effects (Shadish et al., 2002).

Pretest. Pretesting is a common practice used to establish a starting point or

baseline prior to a research intervention or treatment (Kim & Willson, 2010). Pretesting

can also be used to group subjects based on their pretest scores, a technique known as

blocking solutions, or to provide a covariate in quasi-experimental designs. Additionally,

pretesting can help plan instruction by identifying students' current level of knowledge

or areas where they may need additional support or resources (Kim & Willson, 2010).

A pretest was administered in a traditional format using a pen-and-paper exam to

six randomly assigned classes of second-year students. The test consisted of five

different tasks, including true or false, multiple-choice, and matching questions, as well

as two essay tasks that required students to complete a grammar rule and provide

definitions for given words (See Appendix A). The pretest was timed, by giving students

two hours to complete the tasks. Following the administration of the traditional pretest,

the papers were manually scored and the results were subjected to a paired sample t-test

to identify two groups with similar academic levels among the six classes.

The researcher carefully selected two classes that were closely matched in terms

of pre-test scores. To mitigate the potential confounding variables, analysis of

covariance was performed. The results indicate that the reported p-value of 0.070, which

is greater than 0.05, suggests there is no statistically significant difference between the

two groups. This approach was taken to minimize heterogeneity between the groups and

ensure that any observed differences in the results could be attributed to the intervention

rather than extraneous factors.

39
 Treatment. The treatment refers to the independent variable that is manipulated

by the researchers in an experiment (Kenny, 1975). In this study, after the administration

of the traditional pretest, the two groups were taught traditionally in unit 5 and 6 of their

course and work books. The instruction spanned across four weekly sessions, with each

session lasting approximately 45 minutes. The control group was assessed traditionally

i.e., pen and paper tests, while the experimental group was exposed to a treatment that

involved the use of various AA methods and techniques. These included presentations,

peer and self-assessments, project work, concept mapping, interviews, assessments of

writing, reading and comprehension tasks, role plays, and observations (See Appendix

B). The scoring of these AA tools was done using rubrics since they provide clear and

specific criteria for assessing student performance.

Rubrics. A rubric is a comprehensive set of standards or guidelines used to

assess students' work. It consists of a clear and organized set of criteria that describes the

different levels of performance quality expected on each criterion (Brookhart & Chen,

2014). Rubrics are often used in alternative forms of assessment and can be applied to

various types of students' work, such as essays, projects, presentations, and

performances.

Rubrics are believed to serve several important purposes, such as enabling

students to engage in self-assessment, facilitating feedback from teachers and peers, and

guiding students on how to improve their work. However, these purposes can only be

achieved if the rubric includes clear criteria and detailed descriptions of the different

performance levels. This has been highlighted by studies conducted by Andrade (2000)

and Jonsson and Svingby (2007).

40
 In this study, the researcher employed varying rubrics which were adopted online

and were appropriate for different AA methods used to assess students throughout the

course. These rubrics consisted of clear criteria and detailed descriptions of different

levels of students' achievements. This allowed the students to gain a comprehensive

understanding of their areas of strengths and weaknesses, the expectations set forth for

them, and the criteria used for assessing their work.

Posttest. A posttest is an assessment conducted after the implementation of an

intervention, treatment, or other condition to measure any changes that have occurred

(APA Dictionary of Psychology, n.d.). Posttests are commonly used in research settings

along with pretests to isolate the effects of a variable of interest (Cohen et al, 2007). The

use of posttests in conjunction with pretests helps to strengthen the validity of the

research findings and provides a more comprehensive understanding of the effects of the

intervention (APA Dictionary of Psychology, n.d.).

After the intervention occurred in this study, a posttest was administered to both

the experimental and control groups. The post-test was a two-hour traditional test that

included four different tasks, such as true or false, multiple-choice, essay questions with

three sections, and matching questions (See Appendix C). Both pre and post-tests were

checked by two Ph.D. holders and a secondary school English inspector to ensure the

tests‘ validity and reliability. To prevent subjectivity and bias, the papers were evaluated

by multiple English secondary school teachers, including the researcher. The results

were then analyzed by a statistician using a paired sample t-test to compare the

performance of the experimental and control groups.

41
3.3.2. Students’ Questionnaire

Questionnaires are a popular method of data collection in social science research.

As Mackey and Gass (2016) stated questionnaires are written instruments that present

participants with a standardized set of questions or statements, to which they can

respond by providing written answers, marking Likert-style judgments, or selecting

options from a series of statements. Mackey and Gass further explained that

questionnaires are often used to gather information about individuals' opinions,

behaviors, and attitudes, and can be administered to large numbers of participants in a

relatively short period of time.

Williams (2003) noted that questionnaires have a wide range of uses in social

science research, and can be used to collect data on a variety of topics, including health,

education, social attitudes, and consumer behavior. They can be designed to elicit both

quantitative and qualitative data and can be tailored to specific research questions or

hypotheses.

The current study utilized a closed-ended questionnaire to gather students'

attitudes towards the use of AA method within the classroom. It is important to ensure

that all participants in the experimental group study had exposure to these AA tools

during the experiment and before taking part in the questionnaire, which contributes to

the reliability and trustworthiness of their attitudes. By being familiar with these

assessment methods, the students were able to provide informed and knowledgeable

attitudes on the use of AA within the classroom setting. The questionnaire consists of 15

statements written in English and translated into Arabic, the students‘ native language,

by the researcher. Furthermore, two Ph.D. holders and a secondary school English

42
inspector reviewed the statements, made necessary revisions to correct any grammatical

errors, and ensured the accuracy of the questionnaire's content during the validation

process. The questionnaire, which was adopted from Irawan‘s study (2017), and

modified according to the aim of the study, presented respondents with a five-point scale

ranging from "Strongly agree" to "Strongly disagree," with each response option

assigned a consecutive number from 5 to 1 respectively. The questionnaire was divided

into three main themes, the first theme was 7 statements about assessment in general, the

second theme was 3 statements about traditional assessment and the third theme was five

statements about alternative assessment (See Appendix D). The information gathered

from the questionnaire was subjected to analysis by a statistician utilizing the SPSS

software program, which is a statistical software package designed for social science

research.

3.4. Population, Sample, and Sampling

To ensure that research findings are applicable to a specific group of interest and

can be generalized to other similar populations, it is important for the researcher to

clearly define and distinguish the population from other groups. Creswell (2014) states

that a population is a group of individuals who share at least one characteristic that sets

them apart from other groups. This characteristic is often referred to as the inclusion

criteria. By identifying the population and its defining characteristics, the researcher can

ensure that the sample is representative of the population and that the findings are

applicable to the group of interest.

Sample refers to the group of participants who are included in an empirical

investigation by the researcher. As described by Dörnyei (2007), the sample is the group

43
of individuals who are actually examined and studied in a research study. This group of

participants is typically selected based on certain criteria and is representative of the

larger population from which they are drawn. According to Creswell (2012) participants

in a study are able to answer the researcher's questions, provide personal or demographic

information, and complete tasks or assessments as part of the study. The sample is an

important part of any research study because it helps to ensure that the findings are

generalizable to the larger population from which the sample was drawn.

In the current study, the research population comprised second-year high school

students who were enrolled in the scientific section at Misurata Secondary School for

boys, situated in the city of Misurata, during the academic year 2022/2023. The selection

of second-year students in the scientific section for the research sample is due to several

reasons according to the researcher‘s years of experience. First, scientific section

students typically study subjects such as mathematics, physics, and chemistry, which

require a strong foundation in critical thinking, problem-solving, and analytical skills.

This makes them an appropriate group to study the effects of AA method, which often

emphasize these skills. Second, they may also be more motivated to participate in the

research since it is related to their field of study. This could lead to a higher response rate

and better-quality data.

As indicated in section (3.2.), this study employed a quasi-experimental design

and utilized non-probability sampling methods. Non-probability sampling involves the

deliberate selection of individuals, events, or settings based on predetermined criteria or

convenience, rather than random selection (McCombes, 2019). So, purposive sampling,

which is a type of non-probability sampling, was specifically employed in this study,

44
because it involves intentionally selecting the specific individuals, events, or settings

that can provide crucial information that cannot be obtained through other sampling

methods. Therefore, this approach is used when researchers aim to target specific groups

or situations and is considered a non-random sampling strategy that relies on the

researcher's judgment and expertise to identify the most relevant and informative cases

for the study (Maxwell, 2008).

The population size was determined to be 167 second-year scientific section

students at Misurata Secondary School for boys, and the researcher selected a sample of

56 students from this population using a non-probability sampling method. The

researcher used a purposive or judgmental sampling technique to select two classes

among the six, based on predetermined criterion i.e., their pretest scores.

3.5. Validity and Reliability

Reliability and validity are essential aspects of research that help establish the

credibility and trustworthiness of the research process and the resulting findings

(Roberts et al., 2006).

Validity refers to the extent to which the collected data accurately represent and

cover the intended area of investigation. It assesses the degree to which the data

accurately reflects the concepts, variables, or phenomena that the researcher aims to

study (Ghauri and Gronhaug, 2005 as cited in Taherdoost, 2016). According to Field

(2009), validity essentially means that a measurement or assessment accurately captures

and measures what it is intended to measure.

Reliability refers to the consistency and stability of a test, procedure, or tool,

such as a questionnaire, in producing similar results under different conditions, assuming

45
no other factors have changed. It quantifies the extent to which the measurement

remains dependable and reproducible over time and across different settings or

circumstances (Roberts et al., 2006).

In this study, in order to assess the validity of the research instruments i.e., the

pre and post-tests and the questionnaire, they underwent evaluation by two PhD. holders

and a secondary school English inspector. Their review focused on aspects such as the

instruments' structure, clarity, logical flow, length, and the order of statements. The

evaluators provided valuable comments and suggestions regarding the tests and the

questionnaire. They concluded that these instruments were valid and suitable for

achieving the study's aims. Taking their feedback into consideration, certain items were

modified based on their suggestions.

3.5.1. The Pilot Study

A pilot study is typically the initial phase of the entire research protocol and

often involves a smaller-sized study that helps in the planning and modification of the

main study (In, 2017). Bell (2010) recommended piloting all data-gathering instruments

in order to assess factors such as the duration of completion, clarity of instructions, and

identification of any unclear or ambiguous items. In this study, only the students'

questionnaire was piloted due to time constraints and the limited number of participants.

3.5.1.1 Piloting the Questionnaire

The process of piloting is crucial in questionnaire development, with particular

attention given to the wording of the questions (Cohen et al., 2007). According to Cohen

et al. (2007), piloting serves several purposes, primarily to enhance the reliability,

validity, and practicality of the questionnaire. It is worth mentioning that participants

46
took approximately 30 minutes to complete the questionnaire as observed by the

researcher. The pilot participants, who were second-year secondary school students from

the scientific section other than the main participants, were then asked to complete the

questionnaire to verify if the items were clear and easy to follow. This evaluation was

conducted prior to using the questionnaire in the main study to ensure its effectiveness

and usability. The feedback received from the students was taken into consideration to

address any weaknesses identified in the designed questionnaire.

3.6. Data Collection Procedures

On the 16th of January 2023, a traditional pretest was conducted for 167 second-

year scientific section students, at Misurata Secondary School for boys in the city of

Misurata, Libya, who were assigned to six classes by the school's principal, taking into

account their preferences and academic achievement during their first year of study. The

scoring of the students' papers was completed within a week, and an additional week

was allocated for analyzing and interpreting the data using a paired-sample t-test and

ANCOVA. Based on the results of the pre-test, the researcher then chose two classes

whose marks were the most homogeneous.

On February 5th, 2023, a quasi-experiment was conducted with two groups: a

control group comprising 28 students and an experimental group consisting of 28

students as well. Throughout the experiment, the control group was taught and assessed

using traditional methods by a colleague, while the experimental group was taught

traditionally but assessed using alternative assessment procedures conducted by the

researcher. This approach was adopted to ensure the consistency of teaching methods for

both groups. Prior to implementing the treatment, the researcher inquired about the

47
students' enrollment in any external courses outside school. It was ensured that none of

the students participated in any of these courses, as confirmed by the students

themselves. This was done to ensure that any differences in learning outcomes, implied

in testing performances and observed between the two groups, could be attributed solely

to the implementation of AA tools in the experimental group and to obtain valid and

stable results.

The quasi-experiment spanned approximately three months and concluded on

May 7th. During this period, multiple AA tools were employed on different days to

assess the students' performance. The AA tools used were quite diverse, including

presentations, writing assessments, reading comprehension assessments, role-plays,

concept mapping, interviews, project-based assessments, and observations. This range of

assessment methods allowed for a comprehensive evaluation of the students' learning

outcomes and provided multiple opportunities for the students to demonstrate their

knowledge and skills in different ways.

The posttest was prepared to be delivered to both groups in a traditional format

to ensure consistency with the pretest and to allow for a direct comparison of the

learning outcomes between the control and experimental groups. Using a traditional

posttest allowed the researcher to assess the effectiveness of the intervention in the

experimental group relative to the control group using the same assessment tool. On

May 8th, the posttest was administered to 56 students, and the test took two hours to

complete. The papers were graded within a week, and the data obtained were analyzed

using a paired-sample t-test to compare the results of both the control and experimental

groups.

48
 A questionnaire was administered to the experimental group on May 9th to

assess students‘ attitudes towards utilizing AA tools. The distribution of the

questionnaire occurred during a classroom session, which facilitated efficient delivery

and collection. Based on the findings of the pilot study, students were provided 30

minutes to complete this questionnaire, allowing ample time for participants to provide

their responses and seek clarification if needed. The collected data were subsequently

analyzed using SPSS Software.

3.7. Data analysis

The data was arranged and saved in a computer system by the researcher to

make it ready for the analysis conducted by the statistician. The analysis program was

SPSS software version 21. In the quasi-experiment, the results of both the pre-test and

post-test were analyzed using a paired-sampling t-test to compare the control and the

experimental groups post test results, while a descriptive analysis was used to analyze

the questionnaire data. Further information on the findings and outcomes of the study

can be found in Chapter 4.

3.8. Ethical considerations

To ensure that the privacy and safety of the research participants were protected,

ethical issues were addressed in this study, given that it involved human respondents.

These ethical issues included gaining informed consent from the participants and

ensuring the confidentiality of their personal information. Addressing ethical issues in

research is essential to safeguard the participants, maintain integrity in research, prevent

misconduct, and manage new and challenging problems that may arise during the study

(Dornyei, 2007). As such, researchers have a responsibility to protect their participants,

49
establish trust with them, and uphold the reputation of their organizations or institutions

(Israel & Hay, 2006). This is in line with the principles of research ethics, which aim to

ensure that research is conducted in a responsible and ethical manner.

The researcher took into account the ethical issues and constraints when

collecting the study's data. The researcher obtained permission to conduct the

experiment at Misurata Secondary School for boys with the assistance of the supervisor.

An official request letter was sent to the Ministry of Education in Misurata to obtain

permission for the study to be conducted at the school (See Appendix E). The

participants were fully informed about the study's aims, and their rights were ensured if

they agreed to participate. The participants were also informed that they could withdraw

from the study at any time. Additionally, the participants were assured that their data

would be used solely for research purposes, and to protect their privacy, their real

identities were identified by the initial letters of their names.

3.9. Summary

This chapter focused on the methodology of the study, providing an overview of

the research design and research instruments used, which included a quasi-experiment

and a questionnaire. The chapter also discussed the population, sample, and sampling

techniques used, as well as the piloting and the procedures employed for data collection.

Additionally, the chapter provided details on the data analysis used and the ethical

considerations that were taken into account during the research process. Overall, this

chapter provided a comprehensive overview of the methodology used in the study,

which will help to contextualize and interpret the findings presented in the subsequent

chapter.

50
 Chapter Four

4. Results and Discussion

4.1. Introduction

This chapter reports the results obtained from the study's participants, integrating

the data collected through the quasi-experiment and the questionnaire to answer the

research questions. Additionally, this chapter discusses the study‘s results that were

obtained with reference to the research questions and hypotheses and discusses pertinent

literature.

4.2. Results

The results are presented in two distinct sections. The first section is dedicated to

the analysis of the quasi-experimental design referring to the first research question, i.e.,

How does using alternative assessment methods affect second-grade secondary school

students‘ testing performances? An independent sample t-test was used to compare the

results of both the control and experimental groups.

A questionnaire analysis is presented in the second section quantitatively to

answer the second question, i.e., What are students‘ attitudes towards using alternative

assessment methods?

4.2.1 The Quasi-Experimental Results

After the post-test was conducted the scores were tabulated and analyzed using

an independent sample t-test to compare the results of the post-test of the control and the

experimental groups. The results are shown in the following table:

51
Table 4.1.

Independent Sample T-Test of the Control and the Experimental Groups’ Post-

Test

Type N Mean Std. Deviation P-value Decision

Post-test control 28 32.6071 10.06769 .580 No

Post-test experimental 28 31.2143 8.57800 .580 Difference

The above table provides the results of the independent sample t-test analysis

comparing the mean scores of the post-test control group and the post-test experimental

group. The analysis involved a total of 56 participants, with 28 participants in each

group. The mean score of the post-test control group was 32.6071, and the standard

deviation was 10.06769. The mean score of the post-test for the experimental group was

31.2143, and the standard deviation was 8.57800. The p-value was (0.580) >0.05 for

both groups, which indicates that there is no statistically significant difference between

the mean scores of the two groups in terms of students‘ testing performances. Therefore,

based on this analysis, it can be concluded that the intervention did not have a significant

effect on the post-test scores of the experimental group compared to the control group.

4.2.2 Students’ Questionnaire Results

In the questionnaire, the range of values starts from the highest positive pole

―Strongly Agree‖ with a value (5) and ends at the lowest negative pole ―Strongly

Disagree‖ with a value (1). The ranges were calculated as follows:

R = 5-1 = 4

L = R/N = 4/5 = 0.8

52
Table 4.2.

Range of Values

Scale Strongly Agree Agree Neutral Disagree Strongly Disagree

Value 5 4 3 2 1
Range 5 – 4.2 4.2 – 3.4 3.4 – 2.6 2.6 – 1.8 1.8 – 1

A descriptive analysis was used to analyze all statements in the questionnaire.

Each section of the questionnaire will be analyzed below, along with a table showing the

percentages for each response category on the Likert scale.

4.2.2.1 Assessment

The first section of the questionnaire provides insights into students' attitudes

towards various aspects of assessment. Statements from 1-7 addressed assessment in

general, where the overall mean score of approximately 4.0385 indicates a positive

degree of approval. This suggests that students generally recognize the purpose and

value of assessment and view it as important for their learning and progress.

Item 1: Tasks are the main tool to measure the ability of students.

Table 4.3.

The results of data analysis for item 1

Degree of Approval Mean Standard

Strongly Agree Neutral Disagree Strongly Deviation
Agree Disagree
N 10 13 3 0 0 4.2692 .66679
% 38.5 50 11.5 0 0

Table (4.3.) presents the results of data analysis for item 1, which focuses on the

degree of approval regarding the main tool used to measure the ability of students,

namely tasks. According to the table, the mean for item 1 is 4.2692, and the standard

53
deviation is 0.66679. The mean represents the average or central tendency of the

responses for item 1. In this case, the mean of 4.2692 suggests that, on average, the

participants' responses leaned towards agreement or a positive stance regarding the

statement that tasks are the main tool to measure the ability of students. The standard

deviation provides a measure of the dispersion or variability of the responses for item 1.

A standard deviation of 0.66679 indicates that the responses tend to be relatively close to

the mean, suggesting a relatively consistent level of agreement among the participants.

According to the data in the table, the majority of participants expressed positive

attitudes towards tasks being the main tool to measure their abilities, with (88.5% - the

combined percentage of "Strongly Agree" and "Agree") agreeing and strongly agreeing

with the statement. Additionally, the remaining (11.5%) had a neutral stance on the topic.

The absence of any disagreement suggests a high level of approval among the

participants.

Item 2: To improve the students' testing performances, teachers should often

give assignments.

Table 4.4

The results of data analysis for item 2

Degree of Approval Mean Std.

Deviation
Strongly Agree Neutral Disagree Strongly
Agree Disagree
N. 14 5 1 2 4 3.8846 1.53172

% 53.8 19.2 3.8 7.7 15.4

The data presented in Table (4.4) regarding item 2 provide insights into the

respondents' opinions and attitudes regarding the belief that frequent assignments given

by teachers can enhance students' test performance. According to the table, the mean for

54
item 2 is 3.8846, and the standard deviation is 1.53172, suggesting that, on average, the

participants' opinions leaned towards agreement or a positive stance regarding this

statement.

Based on the table, majority of the respondents, comprising (73%) either agreed

or strongly agreed that giving assignments frequently by teachers is crucial for

improving students' test performance. A smaller proportion of (3.8%) remained neutral

in their stance. On the other hand, (15.4%) strongly disagreed, and only (7.7%)

disagreed.

Item 3: In giving the task, the teacher should adapt the tasks to the ability of the

students.

Table 4.5.

The results of data analysis for item 3

Degree of Approval Mean Std.

Strongly Agree Neutral Disagree Strongly Deviation
Agree Disagree
N. 17 8 1 0 0 4.6154 .57110
% 65.4 30.8 3.8 0 0

The data presented in Table (4.5) offers valuable insights into the perspectives

and attitudes of the respondents regarding the significance of tailoring tasks to match the

abilities of students by teachers. The data reveals a compelling pattern: the relatively

high mean of 4.6154 and low standard deviation of 0.57110 indicate a consistent

consensus among the respondents. A substantial majority, with (96.2%) agreeing and

strongly agreeing, emphasized the importance of adapting tasks to match students'

abilities. However, only (3.8%) maintained a neutral stance, and none of the respondent

expressed disagreement or strong disagreement with this viewpoint.

55
Item 4: The task given so far has been in accordance with what has been taught by the

teacher.

Table 4.6.

The results of data analysis for item 4

Degree of Approval Mean Std.

Deviation
Strongly Agree Neutral Disagree Strongly
Agree Disagree
N. 11 8 6 1 0 4.1154 .90893

% 42.3 30.8 23.1 3.8 0

The table illuminates significant insights into the respondents' attitudes regarding

the alignment between the tasks assigned and the content taught by the teacher. The

mean for item 4 is 4.1154, and the standard deviation is 0.90893 indicating that, on

average, the participants' opinions leaned towards agreement or a positive perception

regarding the alignment between the tasks given and the content taught by the teacher.

The data reveals that (73.1%) of the respondents either agreed or strongly agreed,

(23.1%) were neutral, and (3.8%) disagreed with the statement. There were no

respondents who strongly disagreed with the notion of alignment between the tasks and

the taught content.

Item 5: I am very excited and enthusiastic about doing various tasks.

Table 4.7.

The results of data analysis for item 5

Degree of Approval
Std.
Strongly Agree Neutral Disagree Strongly Mean
Deviation
Agree Disagree
N. 4 13 5 1 3 3.5385 1.17408
% 15.4 50.0 19.2 3.8 11.5

56
 The data from Table (4.7.) reveals that item 5 pertains to the level of excitement

and enthusiasm expressed by the respondents towards various tasks. The mean of 3.5385

indicates a moderate level of excitement and enthusiasm among the participants. Further

analysis shows that (65.4%) of the respondents either agreed or strongly agreed with the

statement, (19.2%) were neutral, (11.5%) strongly disagreed, and only (3.8%) disagreed.

These findings highlight the range of attitudes and levels of excitement exhibited by the

respondents towards engaging in different tasks.

Item 6: The task that I have done so far has been in accordance with my ability.

Table 4.8.

The results of data analysis for item 6

Degree of Approval Mean Standard

Deviation
Strongly Agree Neutral Disagree Strongly
Agree Disagree
N. 5 13 6 1 1 3.7692 .95111

% 19.2 50.0 23.1 3.8 3.8

Based on the data presented in Table (4.8.), item 6 focuses on the respondents'

attitudes toward the alignment between the tasks they have completed and their abilities.

The table provides information on item 6 where the mean is 3.7692 and the standard

deviation is 0.95111 suggesting that the respondents perceived a moderate level of

alignment between the tasks they have completed and their own abilities. From the

results, it can be observed that a significant number of respondents (69.2%) either agreed

or strongly agreed with the statement. On the other hand, a notable number of

respondents (23.1%) selected the neutral option, suggesting an ambivalent stance or a

57
lack of strong agreement or disagreement. A smaller percentage of respondents (3.8%

each) disagreed or strongly disagreed with the statement.

Item 7: The Tasks could make me measure my abilities from what I have achieved.

Table 4.9.

The results of data analysis for item 7

Degree of Approval Mean Standard

Deviation
Strongly Agree Neutral Disagree Strongly
Agree Disagree
N. 9 13 2 1 1 4.0769 9.7665
% 34.6 50.0 7.7 3.8 3.8

The data from the previous table indicates that, to a moderate extent, the

respondents perceive that tasks allow them to measure their abilities based on their

achievements. The mean score of 4.0769 and standard deviation of 9.7665 suggest a

level of variability in responses. Furthermore, the results show that (84.6%) of the

respondents either agreed or strongly agreed with this statement, indicating a stronger

agreement that tasks can measure their abilities.

On the other hand, (7.7%) of the respondents took a neutral stance, indicating a

lack of strong agreement or disagreement. Only 3.8% disagreed, and an equal percentage

strongly disagreed, suggesting a small number of respondents hold an opposed view.

4.2.2.2. Traditional Assessment

The second section of the questionnaire, specifically items 8-10, focuses on

students' attitudes towards TA methods. These items aim to gather information about

how students perceive traditional forms of assessment in an educational context. The

questionnaire likely includes statements or prompts related to traditional assessment, and

58
respondents are asked to indicate their level of agreement, disagreement, or other

relevant responses. The overall mean score of 3.6395 falling within the agreeing range

of {3.4 – 4.20} suggests that students generally have a moderate agreement with the

statements regarding the traditional assessment methods.

Item 8: The traditional forms of tasks are easier for me to do because it is so familiar.

Table 4.10.

The results of data analysis for item 8

Degree of Approval Mean Standard

Deviation
Strongly Agree Neutral Disagree Strongly
Agree Disagree
N. 11 8 4 3 0 4.0385 1.03849
% 42.3 30.8 15.4 11.5 0

Item 8 focuses on students' perceptions regarding the ease of traditional forms of

tasks due to their familiarity. The data from Table (4.10) indicates that the mean score

for this item is 4.0385, suggesting a moderate level of agreement with the statement that

familiarity with traditional tasks contributes to their ease. It is notable that a significant

proportion (73.1%) either agreed or strongly agreed that the ease of traditional tasks is

due to familiarity.

On the other hand, (15.4%) of the respondents had a neutral attitude.

Furthermore, (11.5%) disagreed with the statement, suggesting that a number of the

respondents do not perceive traditional tasks to be easier due to familiarity. Notably, no

respondents strongly disagreed with the statement.

Item 9: The format of tasks such as multiple-choice, essays and fill-in-the-blanks are

very representative of my ability to do the task.

59
Table 4.11.

The results of data analysis for item 9

Degree of Approval Mean Standard

Deviation
Strongly Agree Neutral Disagree Strongly
Agree Disagree
N. 1 12 7 3 2 3.2800 1.00000
% 4.0 48.0 28.0 12.0 8.0

According to Table (4.11.), item 9 sheds light on students' perceptions regarding

the representativeness of different task formats (such as multiple-choice, essays, and fill-

in-the-blanks) to their abilities. The mean for item 9 is 3.2800, and the standard

deviation is 1.00000 showing a moderate level of agreement. This moderate level of

agreement indicates that a significant portion of the respondents believe that the given

task formats effectively measure their abilities.

Over half of the respondents (52.0%) either agreed or strongly agreed that the

format of tasks, such as multiple-choice, essays, and fill-in-the-blanks, effectively

measures their abilities. (28.0%) of the respondents took a neutral stance, indicating that

they neither agreed nor disagreed with the statement. (12.0%) of the respondents

disagreed with the statement, indicating that they perceive a misalignment between the

task formats and their abilities. Furthermore, (8.0%) of the respondents strongly

disagreed with the statement, where they strongly believed that the task formats are not

representative of their abilities.

Item 10: The Traditional assessment makes me more confident in doing the task, even

though sometimes the results I get are beyond my expectations.

Table 4.12.

60
 The results of data analysis for item 10

Degree of Approval Mean Standard

Deviation
Strongly Agree Neutral Disagree Strongly
Agree Disagree
N. 4 11 7 2 1 3.6000 1.02144
% 16.0 44.0 28.0 8.0 4.0

The above table provides information on the respondents‘ degree of approval.

The mean and the standard deviation of 3.6000 and 1.02144 indicate a moderate level of

agreement with the statement that traditional assessment makes students more confident

in doing the task, even when the results exceed their expectations. A sizable number

(60.0%) of the respondents perceived a positive impact of traditional assessment on their

confidence. The table also showed that respondents may have mixed feelings or

uncertainties regarding the impact of traditional assessment on their confidence in such

situations where (28%) of the respondents held a Neutral attitude that traditional

assessment enhances their confidence even when the results are better than expected. On

the other hand, (8%) of the respondents disagreed with the notion, indicating that they

do not believe traditional assessment contributes to their confidence in cases where the

results exceed their expectations. Lastly, (4%) of the respondents strongly disagreed with

the statement, expressing a strong belief that traditional assessment does not make them

more confident in doing the task when the results surpass their expectations.

4.2.2.3. Alternative Assessment

The third section of the questionnaire presents the outcomes of statements 11-15,

which specifically inquire about students' viewpoints on AA methods. These methods

deviate from TA tools such as exams and standardized tests and often include project-

61
based assessments, presentations, portfolios, or other non-traditional forms of assessing

students‘ performance. The results of these statements provide valuable insights into

how students perceive and engage with AA methods. By examining their responses, we

can gain a better understanding of their attitudes and preferences regarding these

approaches.

The overall mean for the responses in the third section of the questionnaire is

3.9600, which suggests a relatively high level of agreement or positive perspective

among the respondents regarding alternative assessment methods.

Item 11: Alternative assessment makes me enthusiastic about doing the task because the

format of the assignments is innovative.

Table 4.13.

The results of data analysis for item 11

Degree of Approval Mean Standard

Deviation
Strongly Agree Neutral Disagree Strongly
Agree Disagree
N. 7 10 5 1 2 3.7600 1.16476
% 28.0 40.0 20.0 4.0 8.0

According to the information provided, the mean value for item 11 is 3.7600,

indicating a relatively high level of agreement or positive perspective among the

respondents. On average, students exhibit enthusiasm towards tasks when alternative

assessment methods are employed, mainly due to their appreciation of the innovative

and engaging format of assignments. A significant number of the participants (68.0%)

held a favorable or positive stance, (20%) maintained a neutral stance, while only (12%)

either strongly disagreed or disagreed with the statement.

62
Item 12: The task in innovation forms makes me more creative in doing the assignment.

Table 4.14.

The results of data analysis for item 12

Degree of Approval Mean Standard

Strongly Agree Neutral Disagree Strongly Deviation
Agree Disagree
N. 11 6 5 0 3 3.8800 1.33292
% 44.0 24.0 20.0 0 12.0

The average score of 3.8800 and the standard deviation of 1.33292 indicate a

moderate level of agreement among respondents regarding the statement that the task in

innovation forms enhances their creativity when working on assignments. The

percentages in the previous table, represent the proportion of respondents who selected

each option for item 12. Based on this information, we can interpret that a number of

respondents (68.0%) expressed agreement or strong agreement with the statement that

the task in innovation forms makes them more creative in doing the assignment.

Furthermore, a significant portion (20.0%) of respondents indicated a neutral stance,

(12%) expressed their strong disagreement while no respondents disagreed with the

statement.

Item 13: Tasks such as self and peer assessment, interviews, group projects, concept

maps, and role-play are already representative of my ability to do them.

Table 4.15.

The results of data analysis for item 13

Degree of Approval Mean Standard

Strongly Agree Neutral Disagree Strongly Deviation
Agree Disagree
F. 9 10 3 2 1 3.9600 1.09848
% 36.0 40.0 12.0 8.0 4.0

63
 The mean score of 3.9600 and the standard deviation of 1.09848 suggest that

respondents generally agree and perceive tasks such as self and peer assessment,

interviews, group projects, concept maps, and role-play as representative of their

existing abilities to perform them.

The percentages in Table (4.15.) reveal the respondents' perspectives on the

statement regarding the representation of tasks such as self and peer assessment,

interviews, group projects, concept maps, and role-play. a significant portion of

participants, totaling (76.0%), expressed their agreement as they strongly believe that

these tasks accurately reflect their abilities. On the other hand, (12.0%) expressed a

neutral stance, indicating neither agreement nor disagreement. A smaller proportion of

participants, (8.0%), disagreed with the statement, indicating that they do not consider

these tasks as representative of their abilities. Furthermore, (4.0%) strongly disagreed,

suggesting a minority who strongly believe that these tasks are not at all representative

of their abilities.

Item 14: Alternative tasks should often be applied more to make me adapt to my

abilities and my testing performance.

Table 4.16.

The results of data analysis for item 14

Degree of Approval Mean Standard

Deviation
Strongly Agree Neutral Disagree Strongly
Agree Disagree
N. 12 6 4 2 1 4.0400 1.17189
% 48.0 24.0 16.0 8.0 4.0

64
 Based on the data presented in the table, it can be concluded that a significant

number of respondents (72.0%) agreed or strongly agreed with the notion that alternative

tasks should be frequently utilized to facilitate adaptation to their abilities and enhance

their testing performance. The relatively high mean score of 4.0400 and the standard

deviation of 1.17189 further support the observation of a substantial level of agreement

among the respondents regarding the importance of employing alternative tasks for

adaptive ability and improved testing performance.

Furthermore, (16.0%) remained neutral on the matter, while a smaller percentage

expressed disagreement or strong disagreement. A subset of respondents does not

believe that alternative tasks are effective or necessary in this context with only (12%) of

respondents expressing their disagreement with the idea that alternative tasks should be

frequently employed to adapt to their abilities and improve their testing performance.

Item 15: Alternative assessment made me enthusiastic about doing the task and it makes

me face new things that can improve my test performance and my ability.

Table 4.17.

The results of data analysis for item 15

Degree of Approval Mean Standard

Deviation
Strongly Agree Neutral Disagree Strongly
Agree Disagree
N. 10 11 3 0 1 4.1600 .94340

% 40.0 44.0 12.0 0 4.0

The provided data indicates that a significant majority of respondents (84.0%)

agreed or strongly agreed with the statement that alternative assessments generated

enthusiasm and exposed them to new aspects that could enhance their testing

65
performances and abilities. Moreover, (12.0%) maintained a neutral stance, implying

neither strong agreement nor disagreement. It is noteworthy that none of the respondents

selected the "Disagree" option, while a small percentage (4.0%) strongly disagreed with

the statement. The mean score of 4.1600 and the standard deviation of 0.94340 further

support the interpretation of a high level of agreement among the respondents regarding

the positive effect of AA.

To provide further insights into the participants‘ attitudes towards both

assessment methods i.e., alternative and traditional, a one-sample test was conducted

with a test value = 3 (representing a neutral attitude) to underscore the results.

Table 4.18.

One-Sample Test

Test value = 3
Type
N Mean Std. Deviation P-value

Traditional 26 3.6282 .68849 .000

Alternative 26 3.9635 .68986 .000

The results of the one-sample test indicate that for both the TA and AA methods,

the mean scores are slightly different from the test value of 3 (representing a neutral

attitude). The analysis of the mean values and the p-value of the TA and AA methods can

provide insights into students' attitudes. In this case, the mean for the TA is 3.6282,

while the mean for the AA is 3.9635 which suggests that on average students generally

have positive attitudes towards both the TA and AA.

66
4.3. Discussion

This section discusses the study‘s results that were obtained with reference to the

research questions and hypotheses. It is important to review the research questions and

hypotheses before proceeding. The research hypotheses and questions:

Null Hypothesis (H0): Alternative assessment methods have no effect on second-

grade secondary school students' testing performances.

Alternative Hypothesis (H1): Alternative assessment methods have a positive

effect on second-grade secondary school students' testing performances.

Research Question (i): How does using alternative assessment methods affect

second-grade secondary school students' testing performances?

Research Question (ii): What are students' attitudes towards using alternative assessment

methods?

4.3.1. The Effect of Using Alternative Assessment Methods on Second-Grade

Secondary School Students’ Test Performance

The quantitative data related to the first research question revealed that there was

no statistically significant difference in the post-test scores between the control group

and the experimental group, as indicated by the independent sample t-test (see Table

4.1.). This suggests that the AA methods used in the experimental group did not have a

significant effect on the testing performances of the students compared to the TA

methods used in the control group. As a result, the findings from the data analysis

support the null hypothesis, which states that alternative assessment methods do not

have a positive effect on second-grade secondary school students' testing performances.

67
Consequently, the alternative hypothesis (H1) is rejected. The observed outcome could

be attributed to merely changing assessment methods while retaining the traditional

teaching method. Teaching methods and assessment methods are interconnected and

should be considered together. If traditional teaching methods are maintained while only

altering assessment methods, it is unlikely to bring about significant changes. This

situation is evident in the Libyan context, where curriculum reforms have been

implemented multiple times, but the continued use of TA methods has produced

noticeable effects in our schools.

These findings align with the study conducted by Bachelor (2017), reported in

chapter two, where the results of his study revealed that there was no significant

difference between the scores of the experimental group in the final exam and the scores

of the control group‘s final exam.

These findings contribute to the existing literature and suggest that AA methods

may not be significantly more effective in improving students' testing performances

compared to TA methods. However, this lack of difference between the control and

experimental groups in the post-test scores is not consistent with some previous studies

that have reported the effectiveness of AA methods in improving students‘ testing

performances (Borko et al., 1993; Koretz et al., 1993; Newman et al., 1996; Stecher and

Mitchell, 1995; Brown, 2004; El-Koumy, 2009; Baniabdelrahman, 2010; Safa &

Goodarzi, 2014; Heidarian, 2016; Aliasin & Amanlu, 2017; Kafipour & Khoshnood,

2023).

Furthermore, this discrepancy is evident when comparing the findings with a

study conducted by Safa and Goodarzi (2014) who found that the students in the

68
experimental group improved their grammar skills significantly after they were assessed

through the TBA. Aliasin and Amanlu (2017) also supported Safa and Goodarzi‘s

findings, where they reported that the implementation of multiple AA methods led to an

improvement in students' testing performance in reading comprehension. The

contrasting results between the current study and these previous studies highlight the

complexity and contextual nature of assessment practices. It suggests that the

effectiveness of AA methods may vary depending on factors such as the specific

assessment tasks, instructional approaches, and the characteristics of the student

population.

The lack of difference between the control and experimental groups in the post-

test scores of this study may also suggest that TA methods continue to be effective in

assessing student learning outcomes. This observation is supported by a study conducted

by Sahera et al. (2022), where it was found that students achieved higher grades in

traditional exams compared to their grades in authentic assignments. Sahera‘s et al.

study and this study highlight the continued relevance and effectiveness of TA methods

in evaluating student performance. It suggests that these methods, which often include

standardized tests or exams, may still provide a valid and reliable measure of students'

knowledge and skills.

4.3.2. Students’ Attitudes Towards Using Alternative Assessment Methods

The analysis of the questionnaire yielded the following findings. In regards to the

first section of the questionnaire about students‘ attitudes towards assessment in general,

the findings demonstrate that some students generally showed positive attitudes towards

various assessment tasks, while other students generated mixed or divergent opinions.

69
This conclusion complies with Edelstein et al. (2000 as cited in Struyven, et al., 2005)

comments when they examined students‘ perceptions of the various types of assessment

and found that students valued each method according to its specific purposes.

By delving deeper into students‘ attitudes towards TA and AA methods, the

results showed that participants' preferences for both TA and AA methods leaned

towards more positive attitudes. This finding is consistent with Irawa‘s (2017) findings

where students‘ perceptions of both assessment methods were generally positive with

AA being slightly more favorable.

On the one hand, participants of the current study viewed AA method as valuable

resource that offers them fresh experiences and chances for growth. The suggestion that

the integration of innovative and creative assessment formats has a positive effect on

students' motivation and involvement is consistent with what is in the literature

regarding studies related to AA. These include (Peng, 2009; Burnaz, 2011; Elezovic,

2011; Azarnoosh, 2013; Cornelius & Kinghorn, 2014; Fajarsari, 2016; Bachelor, 2017;

Lustgarten, 2022), where they made references to students who showed a preference for

AA, perceiving them as less stressful and more conducive to their learning. In particular,

in one of the studies (Bachelor, 2017), students in the experimental group displayed

positive attitudes towards AA types. Additionally, Peng (2009) found that both high and

low-intermediate-level students responded positively to peer assessment, and their

attitudes improved after engaging in this particular type of assessment.

On the other hand, the results of the present study revealed that students

perceived TA tasks as easier due to their familiarity. Moreover, the findings suggest that

students believe the diverse formats of TA tasks effectively assess their skills and

70
knowledge. Previous studies undertaken are in line with the present study where the

findings indicated that students considered the current testing practices i.e., traditional

testing, to be adequate and fair for assessing their English language proficiency (Garside

et al., 2009; Caner, 2010; Jaturapitakkul, 2013; Phongsirikul, 2018). The tests in these

studies were viewed by students as capable of measuring the important content that

students learned in their courses. Additionally, the test formats were generally seen as a

reflection of students' language abilities, but there was a desire for more diverse and

innovative item types that could effectively assess all language skills (Jaturapitakkul,

2013).

However, in the study conducted by Ramadan and Dekheel (2020) in Libya,

students expressed dissatisfaction with the existing TA methods. This finding contrasts

with the current study's findings, where students showed positive attitudes towards both

TA and AA methods. One possible explanation for this discrepancy could be the

difference in the sampled participants. The participants in Ramadan and Dekheel's study

were undergraduate students, while the participants in the current study were secondary

school students.

4.4. Summary

In this chapter, both the data obtained from the quasi-experiment and the

questionnaire were analyzed. The quasi-experiment scores were assessed using an

independent sample t-test to compare the post-test results between the control and

experimental groups. The chapter also discussed the findings derived from the quasi-

experimental scores and the students' questionnaires. The main focus was on examining

the effect of AA methods on the testing performances of second-year scientific section

71
students at Misurata Secondary School for Boys in Misurata, Libya. Additionally, the

chapter explored the students' perceptions towards the implemented AA tools. The

findings of the study were carefully examined and expounded upon to provide a

comprehensive understanding of each discussed aspect. The subsequent chapter will

provide a concise summary of the most significant conclusions drawn from the study.

72
 Chapter Five

5. Conclusion

5.1. Introduction

This chapter provides a comprehensive summary of the study and discusses the

pedagogical implications of the research findings. The implications are considered in

relation to suggestions for further research and the limitations of the study.

5.2. Summary of the Study

This study has attempted to provide a deep understanding of how AA method

affects second-year scientific section students‘ test performance at Misurata Secondary

School for Boys in Misurata, Libya. Additionally, it has attempted to elicit students‘

attitudes towards these methods. To this end, quantitative design was used i.e., a quasi-

experimental design and a questionnaire as research tools. The obtained data were

descriptively analyzed using the SPSS software program.

The post-test scores of the control and experimental groups did not show a

statistically significant difference, so the study's findings contend that AA methods do

not necessarily affect the testing performances of second-grade secondary school

students compared to TA method. This contradicts some previous literature that supports

the effectiveness of AA in improving students‘ outcomes.

The findings indicate that the AA method employed in the experimental group of

the current study do not surpass the effectiveness of TA method in assessing students'

learning outcomes. This suggests that while AA method have shown benefits in certain

contexts and for specific skills, TA method continue to hold value in assessing students‘

performances.

73
 Regarding students' attitudes towards assessment methods, the results showed a

mix of positive attitudes towards AA and TA methods. However, the AA method to some

extent outweighed the TA method where students generally viewed AA as valuable

resources that provided fresh experiences and opportunities for growth. Students also

perceived AA as less stressful and more conducive to their learning. Meanwhile, other

students also believed that TA tasks are easier due to their familiarity and that they

effectively assessed their skills and knowledge.

Overall, the study suggests that while AA method may not have a significant

effect on students‘ testing performances compared to TA, students hold positive attitudes

towards the use of AA in language classroom assessment, and recognize their value in

promoting motivation and involvement. TA method is still viewed as adequate and fair

but there is a growing demand for a wider range of innovative assessment methods that

can effectively assess all language skills.

5.3. Pedagogical Implications

The findings of this study have several pedagogical implications. Firstly, it

highlights the importance of considering both AA and TA methods in language

classrooms. While AA may not have a significant effect on students‘ testing

performances, it could provide valuable learning experiences for students and enhance

their motivation and involvement.

Secondly, the study emphasizes the need for a balanced approach to assessment.

Indeed, incorporating a variety of assessment formats and item types can effectively

assess students' language skills and provide a more comprehensive picture of their

testing performances and learning outcomes. Additionally, the study suggests that

74
teachers should be aware of students' preferences and attitudes towards different

assessment methods. Understanding students‘ attitudes can help educators tailor their

assessment practices to meet students' needs and promote a positive learning

environment.

5.4. Study Limitations

Every research study has limitations and this study is not an exception. This

study was conducted within the context of Misurata Secondary School for boys, second-

year Scientific Section students, in Misurata, Libya, which may limit the generalizability

of the findings to other contexts. The limited number of participants can be seen as a

limitation. Moreover, due to the nature of the experiment being conducted at a secondary

school, where class selection is typically determined by the principal, and considering

the limited availability of students to volunteer for participation outside of regular school

hours, the researcher faced challenges in forming the experimental and control groups.

Therefore, replicating the study in different contexts and with diverse student

populations would enhance the external validity of the results.

Additionally, the study only focused on the effect of AA methods on testing

performances, and did not explore other potential aspects, such as student engagement,

motivation, and language achievements.

5.5. Recommendations for Further Research

With reference to the limitation discussed above, further research is needed to

explore the potential benefits of AA methods as they can be effectively integrated into

TA practices to promote student learning outcomes.

75
 Furthermore, it would be beneficial to investigate the barriers to implementing

AA methods in EFL classrooms, particularly in the context of the current study

addressing various settings, primary and preparatory classrooms. Further research can

also be suggested to explore EFL Libyan teachers‘ perceptions and attitudes towards the

implementation of AA tools in language classrooms.

Finally, to gain a more holistic view of students‘ abilities and progress, it would

be advantageous for teachers to integrate AA methods alongside TA which can be

beneficial for both teachers and students.

76
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 Appendices

Appendix A

Traditional Pretest

Second Year Classes

Scientific Section
Misurata Secondary School for Boys
Pre-Test
2022-2023

Name: …………………………….. Class: ………………

Time allotted: 2 hours

1. Mark the following sentences (T) or (F):

1 Half of the human brain is water.

2 The giant panda is eaten by some people
3 There is a comma when the if clause comes second.
4 A colour adjective always comes first and a general adjective comes second
5 Re- means to do something again
6 Tigers' bones are used in Chinese medicine.
7 We use can't have +the past participle to make deductions about the past
8 Instant messages are quicker than sending emails.
9 We use the first conditional for giving instructions
10 3% of the water on Earth is drinkable.
11 We use for when we are talking about a period of time
12 We use look + adjective.
13 The city of Cambridge is famous for its university

(13marks )

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 2. Match a word from each list to form compound nouns:

1 Microwave A Phone 1
2 Alarm B Oven 2
3 Social C Clock 3
4 Remote D Media 4
5 Smart E Control 5
(5 marks)
3. Choose the correct answer:

1. We use the present ……………………….for something happening right now..

A. simple
B. continuous
C. perfect
D. future
2. ……………….………………. Of the human brain is water.
A. 70%
B. 65%
C. 25%
D. 75%
3. Ben ………………………………………Tripoli last summer.
A. has visited
B. visits
C. visited
D. visiting
4. Have you ever.…………..…………………………..to a zoo?
A. go
B. went
C. goes
D. gone
5. You haven't met him …………………………………?
A. haven't you
B. have you
C. did you
D. has you
6. He's been talking on the phone ……………….…….. four o'clock.
A. since
B. for
C. from
D. about

92
7. Cambridge Science Festival lasts for …………
A. fifteen days
B. thirteen days
C. sixteen days
D. fourteen days
8. Which school subjects are you most interested ……………..
A. on
B. with
C. in
D. of
9. It's such ………………………….place.
A. hot
B. an hot
C. a hot
D. the hot
10. It was ………………….………….frightening that I couldn't watch it.
A. so
B. so a
C. such an
D. such
11. Spend time visiting a lot of websites
A. go online
B. download
C. send email
D. surf the internet
12. Where's your jacket? I'm not sure but I think your brother ……….…taken it.
A. must have
B. can't have
C. might have
D. should have
13. A …………………..……….insect .
A. red small
B. small red
C. red and small
D. small and red
14. The ……………………………eats bamboo.
A. giant panda
B. mountain gorilla
C. right whale
D. black rhino

93
 15. My cat ................................................... a tiger
A. look
B. look like
C. looks
D. looks lik

(15 Marks)
4. Write the words in the box to their definitions:

Hit – search – huge –survey – reviews – print – share –public –statistics-frequently

1. Look thoroughly …………………………….
2. Very big……………………………………….
3. Open to everyone, opposite of private………………………………….
4. Successful record …………………………………………..
5. Often ……………………………………………
6. Produce writing or photos on paper using
machine…………………………….
7. Articles that give opinions about books, films,
etc…………………………….
8. Exchange, give and take………………………………………….
9. Information shown in numbers………………………………..
10. Questions to find out about people's opinions…………………………….
(10 marks)
5. Complete the sentences using words in brackets:

1. She's tired because she …………………………..(not sleep) well recently.

2. Salwa's in the kitchen. She……………………………..(cook) for three hours
now.
3. We're bored. We…………………..…………..(play) computer games all
afternoon.
4. I can't find my glasses. I ………………….…………….( look for ) them all day.
5. He's going to fail his exam. He…………….……………(not work ) very hard.
(5 marks)

94
 Appendix B

Alternative Tools

Second-Year Scientific Section

Misurata Secondary School for Boys
2022-2023
_______________________________________________________________________

1- Draw a map for the following concepts.

food
pasta
tomato
sauce
cheese
fruit
grain
meal
spaghetti

2- Write about your favorite Food.

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………….

3- Presentation: Choose one of the Grammatical Rules in Unit 5 and explain it to

your colleagues.

4- Role Play the following situation in pairs. You and a friend found a wallet in the
street. Discuss the best thing to do with it.

5-Make a poster about school rules.

6- Read the text titled “DANA’S STORY” on your coursebook page 60.

7- As part of the interview process, the instructor would engage each student by
asking for their advice in various situations presented on page 68 of the workbook.

95
8- For self-assessment, the instructor ask the students to complete exercise E on
page 61 of the workbook. After completing the exercise, each student should
independently mark their own answers.

9- For peer-assessment, the instructor instructs the students to individually

complete Exercise A found on page 59 of the workbook. Once finished, the students
exchange their workbooks with their peers, allowing them to assess and mark each
other's answers.

96
 Appendix C
Traditional Post Test

Second Year Classes

Scientific Section
Misurata Secondary School for Boys
2022-2023

Name: …………………………….. Class: ………………

Time allotted: 2 hours
Q1- Mark the following sentences (T) or (F): (10marks)

Q2- Answer the following questions:

a-Write C for capital letter or S for small letter in the boxes (5 marks).
1 Verbs
2 e-mail addresses
3 Worlds for sports
4 Countries
5 People's names

97
b-Write sentences in the second conditional (5 marks).
1-If you (have) wings, where (you fly)?
…………………………………………………………………………………………..
2-You (not feel) well if you (swim) in a polluted river.
…………………………………………………………………………………………..
3-If everyone (buy) products with less packaging, there (be) less waste.
…………………………………………………………………………………………..
4-What (you do) if you (see) someone drop litter in the street?
…………………………………………………………………………………………..
5-The earth (be) a better place if we (look) after the environment.
…………………………………………………………………………………………..
c-Rewrite these sentences with the correct punctuation (5 marks).
1-you know nabil is coming in november
…………………………………………………………………………………………
2-my lebanese friend mohamed al mansour loves football
………………………………………………………………………………………….
3-my email address is [email protected]
…………………………………………………………………………………………..
4-do they play basketball in toubrek
…………………………………………………………………………………………..
5-i think the eshtar hotel is in al sa‘adon street
…………………………………………………………………………………………..
Q3- Choose the correct answer: (13marks)
1- I wish I had ………………. My mother with me.
a -took b-take c-taken
2- She doesn‘t have to wear a uniform.
a-Flight attendant b-student c- teacher
3- They grow a lot of …………….in Brazil.
a-coffees b-coffee
4- Your grades have been getting better all year.
a-instructed b-improving

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 5- I wish you didn‘t live so far away.
a-past b-present c-future
6- The reporting verb for a command sentence is …………
a-asked b-said c-told
7- You …………. use your phone in school. It is forbidden.
a-mustn‘t b-must c-don‘t have to
8- We use ………….. to say something is not necessary.
a-shouldn‘t b-don‘t have to c-have to
9- Make a ……………
a-cake b- the table c- fire
10- A lamb is a ………….
a-fruit b-drinks c-meat
11- Adjective to describe food…………..
a-honey b-boiled c- spicy
12- She mustn‘t………….. loudly in the library.
a-talks b-talk c-talked
13- Light a …………………………...
a-fire b- meat c-cake
Q4-Write the words in the box to their meaning : (10 marks)
1- Annoying a- Not awake 1- ………
2- Selfish b- Talk in a friendly way 2- ………
3- Room c- At the beginning 3-………
4- To start with d- For a long time 4-………
5- Argue e- Only thinking about yourself 5-………
6- Picnic f- Difficult, causing trouble 6-………
7- Breeze g- Disagree, fight with words 7-………
8- Unconscious h-Gentle wind 8-………
9- For ages i-Meal outside 9-………
10-
10- Chat j-Space
………

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 Appendix D

Students’ Questionnaire

Students’ Attitudes towards Using Alternative Assessment Tools

‫هواقف الطالب هن استخذام أدوات التقيين البذيلة‬
Questionnaire
‫استبيان‬
(Adopted from M. Ona Irawa, 2017)
______________________________________________________________________
This questionnaire aims to elicit students‘ attitudes towards the alternative assessment
tools that have been used during the course.
‫ ذى اعرخذايٓا خالل انًمشس‬ٙ‫هح انر‬ٚ‫ى انثذ‬ٛٛ‫اٌ إنٗ اعرخالص يٕالف انطالب يٍ أدٔاخ انرم‬ٛ‫ٓذف ْزا االعرث‬ٚ
.ًٙٛ‫انرعه‬
Please indicate your level of agreement or disagreement with each of these statements in
accordance with what you have experienced and without following the answers from
your classmates. Place (√) in the appropriate choice.
‫اَاخ ٔفما نًا يشسخ تّ ٔدٌٔ اذثاع‬ٛ‫شجٗ اإلشاسج إنٗ يغرٕٖ يٕافمرك أٔ عذو يٕافمرك عهٗ كم يٍ ْزِ انث‬ٚ
.‫اس انًُاعة‬ٛ‫ االخر‬ٙ‫ ضع (√) ف‬.‫ انصف‬ٙ‫اإلجاتاخ يٍ صيالئك ف‬
...........................................................................................................:emaN

Strongly Strongly
Statements Agree Neutral Disagree
No. Agree Disagree
‫اَاخ‬ٛ‫انث‬ ‫أٔافك‬ ‫ذ‬ٚ‫يحا‬ ‫ال أٔافك‬
‫أٔافك تشذج‬ ‫ال أٔافك تشذج‬
Tasks are the main tool to
measure the ability of
students
1.
‫ األداج‬ْٙ ‫ثاخ‬ٚ‫األَشطح ٔانرذس‬
‫اط لذسج انطالب‬ٛ‫ح نم‬ٛ‫غ‬ٛ‫انشئ‬

To improve students'
achievements, teachers
should often give
2. assignments
‫جة‬ٚ ،‫ٍ إَجاصاخ انطالب‬ٛ‫عهٗ نرحغ‬
ٍ‫ش ي‬ٛ‫ كث‬ٙ‫ٍ ف‬ًٛ‫اٌ إعطاء انًعه‬ٛ‫األح‬
‫ثاخ‬ٚ‫أَشطح ٔ ذذس‬
In giving the task, the teacher
3. should adapt the tasks to the
ability of the students

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 Strongly Strongly
Statements Agree Neutral Disagree
No. Agree Disagree
‫اَاخ‬ٛ‫انث‬ ‫أٔافك‬ ‫ذ‬ٚ‫يحا‬ ‫ال أٔافك‬
‫أٔافك تشذج‬ ‫ال أٔافك تشذج‬
ٗ‫جة عه‬ٚ ،‫ثاخ‬ٚ‫عُذ إعطاء انرذس‬
‫انًعهى يالئًح األَشطح يع لذسج‬
‫انطالب‬
Tasks given so far have been
in accordance with what have
been taught by the teacher
4.
ٌٜ‫ًٓا حرٗ ا‬ٚ‫ ذى ذمذ‬ٙ‫األَشطح انر‬
‫غّ يٍ لثم‬ٚ‫كاَد ٔفما نًا ذى ذذس‬
.‫انًعهى‬
I am very excited and
enthusiastic about doing
5. various tasks
‫او تاألَشطح‬ٛ‫أَا يرحًظ جذا نهم‬
.‫ثاخ انًخرهفح‬ٚ‫ٔانرذس‬
Tasks that I have done so far
have been in accordance with
6. my abilities.
‫ٌ كاَد‬ٜ‫ لًد تٓا حرٗ ا‬ٙ‫األَشطح انر‬
.ٙ‫ٔفما نمذساذ‬
The Tasks could make me
measure my abilities from
7. what I have achieved
ُٙ‫ثاخ أٌ ذجعه‬ٚ‫ًكٍ نألَشطح ٔانرذس‬ٚ
.ّ‫ يًا حممر‬ٙ‫ظ لذساذ‬ٛ‫أل‬
The traditional forms of tasks
are easier for me to do
8. because it is so familiar.
‫ح أعٓم‬ٚ‫ذ‬ٛ‫ثاخ انرمه‬ٚ‫األَشطح ٔانرذس‬
.‫او تٓا ألَٓا يأنٕفح جذا‬ٛ‫ نهم‬ٙ‫تانُغثح ن‬
The format of tasks such as
multiple-choice, essays and
sfmilb-ehN-li-llff are very
representative of my ability
9. to do the tasks.
‫اس‬ٛ‫ح يثم االخر‬ٚ‫ذ‬ٛ‫ثاخ انرمه‬ٚ‫غ انرذس‬ٛ‫ص‬
،‫يٍ يرعذد ٔانًماالخ ٔيمء انفشاغاخ‬
ِ‫او تٓز‬ٛ‫ عهٗ انم‬ٙ‫يًثهح جذا نمذسذ‬
.‫ثاخ‬ٚ‫انرذس‬
The Traditional assessment
makes me more confident in
doing the tasks, even though
sometimes the results I got
10. were beyond my expectations
ٙ‫ أكثش ثمح ف‬ُٙ‫جعه‬ٚ ٘‫ذ‬ٛ‫ى انرمه‬ٛٛ‫انرم‬
ٌ‫ثاخ عهٗ انشغى يٍ أ‬ٚ‫او تٓزِ انرذس‬ٛ‫انم‬
ٙ‫ٓا كاَد ف‬ٛ‫ حصهد عه‬ٙ‫انُرائج انر‬
ٙ‫اٌ ذرجأص ذٕلعاذ‬ٛ‫تعض األح‬

101
 Strongly Strongly
Statements Agree Neutral Disagree
No. Agree Disagree
‫اَاخ‬ٛ‫انث‬ ‫أٔافك‬ ‫ذ‬ٚ‫يحا‬ ‫ال أٔافك‬
‫أٔافك تشذج‬ ‫ال أٔافك تشذج‬
Alternative assessment
makes me enthusiastic about
doing the tasks because the
format of the assignments is
11.
innovative.
‫ يرحًغا‬ُٙ‫هح ذجعه‬ٚ‫ى انثذ‬ٛٛ‫ٔعائم انرم‬
ِ‫غ ْز‬ٛ‫او تٓزِ األَشطح ألٌ ص‬ٛ‫نهم‬
.‫األَشطح يثركشج‬

The task in innovation forms

makes me more creative in
12.
doing the assignment
ُٙ‫ثاخ انًثركشج ذجعه‬ٚ‫األَشطح ٔانرذس‬
‫او تانًًٓح‬ٛ‫ انم‬ٙ‫أكثش إتذاعا ف‬
Tasks such as self and peer
assessment, interviews, group
projects, concept maps, and
role-play are already
representative of my abilities
to do them.
13.
‫ى‬ٛٛ‫ ٔذم‬،ٙ‫ى انزاذ‬ٛٛ‫إٌ األَشطح يثم انرم‬
‫ع‬ٚ‫ ٔانًشاس‬،‫ ٔانًماتالخ‬،ٌ‫األلشا‬
‫ ٔنعة‬،‫ى‬ْٛ‫ ٔخشائط انًفا‬،‫ح‬ٛ‫انجًاع‬
ٗ‫ عه‬ٙ‫ ذًثم تانفعم لذساذ‬،‫األدٔاس‬
.‫او تٓا‬ٛ‫انم‬

Alternative tasks should be

often applied more to make
me adapt to my abilities and
my performance
14. achievement.
‫هح‬ٚ‫ثاخ انثذ‬ٚ‫ك انرذس‬ٛ‫رى ذطث‬ٚ ٌ‫جة أ‬ٚ
‫ف يع‬ٛ‫ أذك‬ٙ‫اٌ نجعه‬ٛ‫ش يٍ األح‬ٛ‫ كث‬ٙ‫ف‬
.ٙ‫ ٔإَجاصاذ‬ٙ‫لذساذ‬

Alternative assessment made

me enthusiastic about doing
the tasks and it made me face
new things that could
improve my test performance
15. and my abilities.
ِ‫او تٓز‬ٛ‫م يرحًغا نهم‬ٚ‫ى انثذ‬ٛٛ‫ انرم‬ُٙ‫جعه‬
‫ذج‬ٚ‫اء جذ‬ٛ‫ أٔاجّ أش‬ُٙ‫األَشطح ٔجعه‬
ٙ‫ تاإليكاٌ يٍ أٌ ذحغٍ يٍ ادائ‬ٙ‫انر‬
.ٙ‫ االيرحاٌ ٔيٍ لذساذ‬ٙ‫ف‬

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 Appendix E

Approval Permission Letter from the Academy

103