Traditional methods of measuring students’ learning outcomes have been soundly criticized in favor of more meaningful assessment practices (Culbertson and Jalongo 1999; Meisels 1995; Smith 1993). Moving to the notion of multidimensional assessment means that measuring students’ learning outcomes should broaden the information that is collected about students’ ability to apply knowledge and reflect sound teaching principles. More specifically, students should be provided with more than one opportunity to demonstrate what they know and can do. Accordingly, as asserted by O’Malley and Pierce (1996), a number of assessment methods are currently being suggested as alternatives to testing, many of which are already around and in use. The range of options is so broad that teachers can select from to meet the instructional and students’ needs.

Regardless of the labels, these forms of assessment have become integral parts of the instructional process. These types of assessment are thought to have a vital role in enhancing the positive learning atmosphere and students’ motivation toward learning, and in providing useful information for instructional planning.

English Studies Journal, Alternative Assessment, Perceived, Alternative Assessment?, English Language Learners (ELL), AFL, Basic Education, EFL Teachers.