DEVELOPING ALTERNATIVE ASSESSMENT METHODS FOR ENGLISH LANGUAGE LEARNERS (IN CASE OF HIGH SCHOOL STUDENTS)
https://doi.org/10.5281/zenodo.15517459
Kalit so‘zlar
English Language Learners, alternative assessment methods, high school education, formative assessment, project-based learning, portfolio assessment, self-assessment, peer review, language acquisition, culturally responsive teaching, educational evaluation, digital assessment tools.Annotasiya
The increasing diversity in high school classrooms has highlighted the limitations of traditional assessment methods when applied to English Language Learners (ELLs). Standardized tests and conventional evaluation tools often do not account for linguistic and cultural differences, leading to an inaccurate measurement of ELL students' true abilities and academic growth. This article focuses on developing and implementing alternative assessment methods specifically designed for high school ELLs. These methods include formative assessments, project-based learning evaluations, portfolios, self-assessments, and peer reviews, all of which provide a more holistic view of student progress. The study examines how these alternative approaches promote language acquisition, critical thinking, and student engagement while reducing test anxiety and cultural bias. Furthermore, the integration of digital tools and culturally responsive practices is explored as a means to enhance assessment effectiveness. The findings suggest that alternative assessments not only improve the accuracy of language proficiency evaluations but also support personalized learning paths, fostering greater academic success among ELL students in high school settings.
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