ABSTRACT
This qualitative study explored the practices of English teachers in using alternative assessment strategies to improve students’ performance in literature subjects. The findings revealed that teachers view alternative assessment strategies as: goes beyond traditional testing, authentic demonstration of learning, supports diverse learning styles, and increases student engagement. Teachers’ practices in using alternative assessment strategies were: using performance-based activities, employing collaborative learning activities, utilizing creative multimedia projects, and writing reflection and portfolio assessment. However, difficulties such as time constraints, subjectivity in grading, unequal group participation, and limited resources and technology were identified. Teachers overcome these difficulties by using clear rubrics, careful planning and time management, scaffolding and clear instructions, and peer assessment and collaboration. The action plan entitled RICCA-LIT (Reflective and Innovative Classroom Competency in Assessing Literature) Program was formulated as a result of the study.
Keywords: Alternative Assessment Strategies, RICCA-LIT Program
INTRODUCTION
Assessment plays an essential role in the teaching and learning process because it provides evidence of students’ understanding and informs instructional decisions. Traditionally, educational institutions have relied on written examinations and objective tests to measure students’ knowledge. While these methods can effectively assess factual recall, they often fail to capture deeper learning processes such as interpretation, critical thinking, and creative engagement.
In response to these limitations, educators have increasingly explored alternative assessment as a more authentic and student-centered approach to evaluating learning. Alternative assessment emphasizes the use of performance-based tasks such as portfolios, reflective journals, multimedia projects, and oral presentations that allow students to demonstrate their understanding in meaningful contexts.
According to Adelabu and Alex (2023), alternative assessment strategies promote higher-order thinking by encouraging learners to engage in real-world tasks rather than relying solely on traditional testing formats. Similarly, Ocal Dorterler and Akay (2022)in their journal entitled International Journal of Progressive Education explain that alternative assessments focus not only on the final outcomes of learning but also on the learning process itself, enabling students to express their understanding through creative and reflective performances.
The researches of Gcabashe (2024) and Majola (2023), have also highlighted the benefits of alternative assessment in fostering learner independence, creativity, and critical thinking. Authentic assessment activities allow students to actively participate in constructing knowledge and expressing their ideas in diverse ways.
The teaching of literature presents unique opportunities and challenges in this regard. Literature education aims not only to develop students’ knowledge of literary works but also to cultivate interpretive, analytical, and reflective thinking.
As a literature teacher, the researcher has observed how students’ engagement with literary texts can vary depending on the assessment strategies used in the classroom. Initially, the researcher relied on traditional forms of assessment such as quizzes, written examinations, and identification tests.
Therefore, this study sought to explore the practices of English teachers in using alternative assessment strategies to improve students’ performance in literature subjects. Specifically, the study aimed to examine teachers’ views of alternative assessment, identify the practices they use in conducting literature classes, determine the difficulties they encounter in implementing these strategies, and explore how they overcome these difficulties. The findings of this study served as the basis for developing an action plan to enhance the use of alternative assessment strategies in literature instruction.
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