The Implementation of Alternative Assessment Procedures with Regard to the Second Generation Textbooks. Case of Middle School English Teachers (Mascara)

Abstract

Assessment is the backbone of learning and engaging learners in the process leads definitively to promising learning outcomes. To this end, the alternative approach to assessment, especially self and peer assessment, have emerged and received due attention from the part of schools supporting in that learner autonomy and cooperative learning. In fact, the implementation of self and peer assessment requires the existence of given conditions to be applied effectively. Along this thread of thought, this research work aims at spotting the hindrances which militate against English teachers’ promotion to self and peer assessment which are integrated in the Algerian middle school textbooks. To collect data on the research topic, three research instruments namely: A questionnaire addressed to 44 teachers, an interview with 3 teachers, and classroom observation with 3 English teachers has been used. The research results indicated that teachers face a myriad of problems which preclude them from promoting self and peer assessment in their classes such as the lack of training, heavy syllabi, uncomfortable teaching environment, and summative assessment effects. Eventually, this research offers some key suggestions to promote the implementation of self and peer assessment in the middle school classroom.