03Chapter

Abstract:

English is considered an essential language to interact with people around the globe. As a result, if language learners achieve English proficiency, they will be ready to communicate with people from different parts of the world and take advantage of multiple opportunities that are waiting for them. Thus, it is time to reconsider the indispensable that language educators’ role and it can help learners achieve this communicative goal when applying appropriate assessment strategies to identify students’ previous background, learning process, and learning outcomes. Moreover, it is relevant for educators to encourage students to practice English in order to go beyond the established book exercises and start using English in real life situations. As Littlewood (2007) mentioned, there is meaningful language use when learners apply it to advance personally and academically. It is never too late to rethink current educational practices on assessment; therefore, this chapter advocates for the application of grounded alternative assessment tools to help teachers gain insights into students’ learning before, during, and after the instruction. As Brown and Abeywickrama (2010) state, it is essential to consider not only the assessment of learning, but also for learning by using alternative strategies to assess students throughout the whole learning process to gather information about their progress. In fact, the information presented in this chapter will bring theory from several researchers (Regier, 2012; Herrera, 2010; Kozen, Murray, and

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