Alternative Assessment in an EFL Project-based Learning Context: Perceptions and Correlations

This study aims to explore Chinese university EFL learners’ perceptions toward alternative assessment in a context of a project-based learning digital storytelling presentation in Speaking Course. It also seeks to compare the relationship between alternative assessment and teacher assessment. The findings showed that a strong correlation between alternative assessment and teacher assessment occurred. Alternative assessment activities are viewed by students as"authentic"assessments, as they mimic how the student will be using their knowledge in the future. Alternative assessment as a form of formative assessment can be a powerful day-to-day tool for teachers and students. Alternative assessment is an enabler of process of learning. The study suggests that alternative assessment can encourage learners to become more fully responsible for their learning and can result in more and better learning. Alternative assessment can thus be used as a golden key to the"deaf and dumb"phenomenon for Chinese university EFL learners.