Alternative Assessment of Writing in Learning English as a Foreign Language: Analytical Scoring and Self-assessment

<p>While the educational benefits of alternative assessment are being increasingly recognized and alternative assessment procedures introduced into the different educational levels, in Cape Verde, many EFL teachers are not aware of its importance. The main purpose of this thesis is to synthesize and review the available literature on alternative assessment tools to evaluate the writing of EFL students of Cape Verde secondary schools. The issue of accurate and fair assessment of students writing probably constitutes the major dilemma in both L1 and L2 writing fields, and EFL field is not an exception. The paper also aims to make Cape Verdean EFL teachers aware of the different types of alternative assessment that exist to assess students, focusing on analytical and self-assessment tool, as important means of gaining a dynamic picture of students' academic and linguistic development.</p>

Name thesis:degree_name

Master of Arts in Teaching

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

English

Year dc:date.available

2015

Author dc:creator

• Lopes, Lenite Silva

Contributors dc:contributor

• <p>Julia Stakhnevich (chair)</p> <p>Anne E. Doyle</p> <p>John-Michael Bodi</p>

• Education
• Alternative Assessment
• EFL Writing
• Analytical Scoring
• Self-assessment

Repository record dc:identifier

https://vc.bridgew.edu/theses/13

OAI identifier oai:identifier

oai:vc.bridgew.edu:theses-1016