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Abstract
This study examines the impact of authentic and traditional assessment methods on improving EFL learners' performance. The term "authentic assessment" refers to various forms of assessment that reflect student learning, achievement, motivation, and attitudes through instructionally relevant classroom activities. Assessment plays a crucial role in learning and teaching in higher education, serving as both a learning tool and a means to determine students' success. In the past, many language teachers were unaware of the importance of authentic assessment in the learning process. However, in recent years, greater attention has been given to its significance. According to Biggs (2003), assessment is essential for tracking learners' progress, ensuring accountability, and achieving accreditation.
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References
- ‐ Bloom, B.S. (1956). Taxonomy of Educational Objectives, the classification of education goals: New York: Mckay.
- ‐ Bachman, L. F., and A. S. Palmer. (1989). Language Testing. The construct validation of Self-ratings of communicative language ability.
- ‐ Basturkmen, H. (2006). Ideas and options in English for specific purposes. London: Lawrence Erlbaum Associates.
- ‐ Chickering, A.W& Gamson,Z.F. (1999). Development and adaptations of the seven Principles for good Practice in undergraduate education: New York.
- ‐ Eslami, Z. R. (2010). Teachers’ Voice vs. Students’ Voice: A Needs Analysis Approach to English for Academic Purposes (EAP) in Iran. English Language Teaching, 3(1), 2-11
- ‐ Kennedy, D. (2006). Writing and using learning outcomes: a practical guide, Cork, University College cork.
- ‐ Richards, J. C., & Rodgers, T. S. (2002). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
- ‐ Spady, W.G. (1994). Outcome Based Education: Critical Issues and Answers. Virginia: The American Association of School Administrators.
- ‐ Tanner, D. (1980). Curriculum Development: Theory into Practice. New York. MacMillan.
References
‐ Bloom, B.S. (1956). Taxonomy of Educational Objectives, the classification of education goals: New York: Mckay.
‐ Bachman, L. F., and A. S. Palmer. (1989). Language Testing. The construct validation of Self-ratings of communicative language ability.
‐ Basturkmen, H. (2006). Ideas and options in English for specific purposes. London: Lawrence Erlbaum Associates.
‐ Chickering, A.W& Gamson,Z.F. (1999). Development and adaptations of the seven Principles for good Practice in undergraduate education: New York.
‐ Eslami, Z. R. (2010). Teachers’ Voice vs. Students’ Voice: A Needs Analysis Approach to English for Academic Purposes (EAP) in Iran. English Language Teaching, 3(1), 2-11
‐ Kennedy, D. (2006). Writing and using learning outcomes: a practical guide, Cork, University College cork.
‐ Richards, J. C., & Rodgers, T. S. (2002). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
‐ Spady, W.G. (1994). Outcome Based Education: Critical Issues and Answers. Virginia: The American Association of School Administrators.
‐ Tanner, D. (1980). Curriculum Development: Theory into Practice. New York. MacMillan.