Exploring the Lecturers and Students’ Attitude Towards Alternative Assessment in Academic Writing Instruction

Abstract

This study explores the lecturers and students attitudes towards alternative assessing in academic writing instruction. Informed by the Teacher Knowledge theory, this study is based on assumption that lecturers and students’ knowledge of alternative assessment may play a significant role on the success of the administration of the assessment of student learning. The findings of the study are based on the analysis of qualitative data collected through lecturer interviews and student focus group discussions. A thematic approach was employed in the analysis of data. The study concludes that the lecturers and students’ attitude which is skewed towards the positive direction may be an indication that there could be hope for success in attempts to integrate alternative assessment in academic writing instruction. The study strongly emphasises the need for lecturer education on assessment practices that respond to the current students’ academic literacy needs.