Đánh giá thay thế trong giáo dục ngoại ngữ đại học: Một tổng quan hệ thống
Tóm tắt
Alternative assessment has received increasing attention in tertiary foreign language education because it broadens the collection of learning evidence through self-assessment, peer assessment, portfolios, authentic tasks, performances, and technology-supported feedback. This study presents a systematic review of 29 empirical studies published between 2020 and 2026, identified from Google Scholar, Web of Science, and RISS following the PRISMA 2020 guidelines. Four major implementation trends were identified: (1) self-assessment, peer assessment, and multi-source assessment; (2) portfolio-, product-, and process-based assessment; (3) task-, project-, and performance-based assessment; and (4) technology-supported alternative assessment. The reviewed studies consistently reported improvements in language proficiency, learner autonomy, self-regulation, and learner engagement. Nevertheless, concerns remain regarding validity, consistency, feedback quality, and the generalisability of research findings. The evidence suggests that alternative assessment is most effective when implemented as a guided process that aligns learning tasks, assessment criteria, feedback, and revision.
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