An Investigation into English Language Teachers’ Practices and Challenges of Alternative Assessment: Selected Teacher Education Colleges in Focus

Alternative assessment has got an important place especially in education due to the belief of education should focus on students’ totality cognitive, affective and psychomotor skills in order to produce students that are balanced physically, emotionally and intellectually. This study was aimed at examining education college English language teachers’ practices and challenges of alternative assessment with reference to Hawassa, Hossana, and Arba Minch Colleges of Teacher Education. To this end, a descriptive design with a mixed approach was employed. A questionnaire with five-point scales was used and data were collected from 56 teachers. SPSS version 23 was employed to compute descriptive statistics (frequency, percentage, mean, and standard deviation). A semi-structured interview was also conducted with 6 teachers randomly selected from among those teachers who had filled in the questionnaire and the data were thematized and analyzed qualitatively. The results of questionnaire reveal that the practice of alternative assessment was not effective and efficient due to different challenges (students related challenges, teachers related challenges, characteristics of alternative assessment related challenges and resource related challenges. It is also found that data from interview witnessed that alternative assessment was not practiced effectively due to the aforementioned challenges.