PRACTICALITY OF ALTERNATIVE ASSESSMENTS: FROM AMHARIC LANGUAGE INSTRUCTORS’ VIEW POINTS

Abstract

The purpose of this study was examining the practicality of Alternative Assessment in Ethiopian higher education Amharic Language educational context. The study also, endeavors to seek the challenges (barriers) of Alternative Assessment. In order to achieve the goals of the present study, the researcher used Assessment practices questionnaire and in-depth interview instruments. The data were collected from 35 Amharic Language instructors, teaching at different higher Education institutions. The data were analyzed through the mixed methods. The Quantitative result of both gender and level of profession, the study indicated that the practicality of Alternative assessment in higher education Amharic language context is averagely low. Also, according to Instructors’ viewpoints, the main barriers that hinder the practicality of Alternative assessment in higher Education are, time consuming, inappropriateness to correction and not suitable for grading. The study revealed that in spite of Amharic language instructors’ knowledge of Alternative Assessment and their agreement with Alternative Assessment implementation criteria, they rarely apply it in their Language context. Further researches should reveal why Amharic Language instructors are not interested in implementing Alternative assessment in their Language context. Key Terms: Alternative Assessments; Amharic language educational context; Amharic Language Instructors; Higher Education institutions