THEORETICAL BASES FOR ALTERNATIVE ASSESSMENT IN  ENGLISH LANGUAGE CLASSROOMS IN SECONDARY SCHOOLS  IN KOGI STATE

Akabogu Josephine; MUAZU Adamu Momoh

Authors

Akabogu Josephine University of Nigeria, Nsukka Author
MUAZU Adamu Momoh Prince Abubakar Audu University, Anyigba Author

Keywords:

Theoretical bases, Alternative assessment, English language, Classrooms, Secondary schools, Cognitivist theory

Abstract

This study examined the theoretical bases for alternative assessment in
secondary schoolsEnglish language classrooms in Kogi state. The study has
the following objectives; to examine the theoretical bases for alternative
assessment in English language classroom, identify the challenges of
alternative assessment and the applications of the two theories in which this
study is anchored; which are the Lev. Vygotsky (1978) and Jean Piaget (1980)
cognitive learning theories. The study relied primarily on secondary sources of
data collection which include books, journals and internet publication. The
theoretical framework for using alternative assessment in the English language
classroom includes considering learners as constructors of knowledge; finding
authenticity in materials and activities; employing dynamic in classroom
evaluation and empowering students. By putting these ideas into practice,
individual attributes of initiative, choice, vision, self discipline, compassion,
trust and spontaneity can be promoted in students. The opportunities and
obstacles associated with implementing alternative assessment in the
classrooms were equally examined in the this study.