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James D. Brown and Thom Hudson (1998) University of Hawai'i The domain of language assessment differs from other domains since our lucky teachers have the choice to choose the suitable type of assessment that fits their institution, classroom and specific rationale. Language assessment types are classified into three categories: 1. Selected response assessment that includes true- false, matching, and multiple choice assessments. 2. Constructed response assessment that includes fill in, short- answer, and performance assessment. 3. Personal response assessment that includes conference, portfolio, and self or peer assessment. Relating to characteristics of A.A. many researchers have stated their knowledge and opinions about the positive points of A.A. However, I will present the most impressive positive things such as: (Brown, J,D. and Hudson, 1998,p.654) **Reliability and Validity Issues.** Based on many studies, the ideas credibility, auditibility, multiple tasks, rater training, clears criteria and trigulation of any decision – making are not enough to demonstrate the reliability and validity of the assessment. Validity and reliability are very problematic in formative assessment since A.A. is subjective and teachers who are decision makers should, think, analyze, design, judge and assess both process and the product. All these actions should be demonstrated through reliability and validity in order to have accurate and authentic assessment. In fact, teachers in the field cannot be consistent, reliable and valid for let say 30 learners; s/he may misjudge few learners because it is too much. (Brown, J.D. and Hudson, 1998) **Language Teachers' Alternatives in Assessment** Language testing practices differ from other assessment practices because of its complexity and the variety of testing types. The beginning was when tests included multiple-choice, true-false practices. Later, in the 1950 there were integrative tests which included cloze and dictation. Moving to the 1970 tests were more communicative and they included task-based, portfolio, projects, journals and others. Many questions are suggested by the writer such as, which tests are easier to score? Which tests are more valid? and many others. Later on, I will present a number of alternatives in assessment, after that each teacher can answer those questions and choose the types that are effective and suitable for his learners. (Brown, J.D. and Hudson, 1998) **Selected- Response Assessments** In selected- response assessments learners are required to choose the correct answer from a limited set of options. This type of assessment fits listening and reading skills (receptive skills) since learners do not have the chance to be creative when producing the language. Relating to scoring, selected- response assessments are easy and fast to collect and calculate since they are objective. However, there are two negative points, first of all selected- response assessments are difficult to construct, secondly, learners cannot produce their creative thing and language. Selected- response assessments include three types: true-false, matching and multiple choice assessments. (Brown, J.D. and Hudson, 1998) //True-false// True-false assessments are practices that present a limited sample of the language and learners have to select one out of two items, true or false. The strong point in true-false assessments is that it develops the learners' abilities of selecting. Therefore, this type of assessment is a direct and accurate check whether a particular language item has been understood. The problematic side is that writers may present tricky or even ambiguous phrase so that learners select the wrong choice. In addition, guessing is definitely a problematic factor in true-false assessments. //Matching// In matching assessments learners have to select a phrase or word from one list and match it with another phrase from the other list. The big positive factor in matching assessment is that has low guessing percentage and relating to space it is compact. This type of testing checks learners' abilities of associating a set of facts with another one such as matching definitions to vocabulary. //Multiple Choice// Multiple choice assessments present three, four or five options and learners are required to select the correct answer that best completes a sentence or fills in a blank. Both multiple choice and matching have the privilege of low guessing factor, whereas true-false is the opposite. It has a high guessing factor that is considered as negative point. Relating to criticizing multiple choice assessments, it was highly criticized especially by teachers because they are not authentic; our real life is not multiple choice, it is not black and white. **Constructed Response Assessments** Constructed response assessments are practices where learners can be creative since they can write and speak out their ideas and knowledge (productive skills). In addition, constructed response assessments are good tool to watch interaction between listening and speaking or writing and reading in a performance assessment. It is worth mentioning that selected response assessments are objective and allow high level of assessment. Whereas, constructed response assessments are subjective since they observe interaction between productive skills. Now I will present three types of constructed response assessments: fill in, short answer and performance. (Brown, J.D. and Hudson, 1998) //Fill- In// Fill- in assessments is a language context that is presented with a removed part of that context, that part could be a word, phrase. This type exists in various shapes such as single sentences to cloze passages with many blanks. The positive factor of fill- in assessments is that for teachers, they are easy to construct and for learners it develops their writing skill although it is within small and limited language context. Moreover, in a listening cloze learners are practicing both receptive and productive skills. One disadvantage is that there can be several correct options for one blank. //Short Answer// Short answer assessments include a question where learners are required to respond with one or more sentences. Relating to learners they are easy to produce: read and write. One limitation is that they test few phrases. Secondly, as in fill- in assessments, there can be more than one correct answer. //Performance// Performance assessments such as essay writing, interviews, problem solving, role play, group discussion. Basically there are three requirements in performance assessment first, learners are required to perform, secondly, task should be authentic, and the last point learners are scored by qualified raters. The big positive point in performance tasks that they are authentic; it checks learners' abilities to communicate and respond in real life. Usually, for learners Performance assessments are hard to produce. Both reliability and validity may be problematic because of the subjectivity, teacher inconsistency, and limited number of observations. **Personal- Response Assessment** Personal- response assessments require learners to produce language; each learner's response will be definitely different. Personal- response assessments have three types conferences, portfolio and self- and peer assessment. (Brown, J.D. and Hudson, 1998) //Conferences// It is when a learner visits his teacher's office in order to discuss a certain issue such as drafts of a composition. The good thing in conferences is that they focus only on process and strategies. Teachers can encourage learners to reflect on their learning process and to develop learners' self image. For teachers, the disadvaneges that it takes long time, subjectivity. //Portfolios// Portfolios are defined very beautifully and are called purposeful collections. In the past portfolios were used by graphic artists, models and photographers so their work will be collected and saved in a compact form. Later teachers decided to use portfolios so their learners learn how to select and display their work. Relating to teachers portfolios improve the testing process and developing the learners' learning. The disadvantages are mentioned in the previous alternatives such as consuming time from the teacher, subjectivity, ensuring accurate, reliable and valid scoring. //Self- and Peer Assessments// Learners are required to rate their knowledge through performance, comprehension or observation self assessment. Performance self assessment is when a learner read a situation and think about how s/he will respond in it. Comprehension self assessment is when a learner read a situation and decide how s/he will comprehend it. Whereas, observation self assessments, when a learner listens to a audio- or videotape records of their performance and relate to how well they performed based on their observation. The good factor in self assessment is that it is easy and fast to design. Learners are directly involved in assessment process. Finally, self assessments enhance learning process. The negative factors are consuming time, subjectivity, and the most prominent disadvantage is the accuracy issue that varies among learners who assess their linguistic skills involving the material. **Conclusion** This is a good article recipe for teachers who wants to expand and change their testing assessment methods. All these alternatives that I have mentioned selected response assessment, constructed- response assessment and personal self assessment have positive and negative factors. It is worth mentioning that tests are not evil, on the contrary, if teachers look at those alternatives in responsible eyes then they will support learners, learning process and teachers.
 * The Alternatives in Language Assessment**
 * 1) Requires students to perform, create, produce, or do something
 * 2) Use real- world contexts or simulations
 * 3) Are nonintrusive in that they extend the day-to-day classroom activities
 * 4) Allow students to be assessed on what they normally do in class every day
 * 5) Use tasks that represent meaningful instructional activities
 * 6) Focus on processes as well as products
 * 7) Tap into higher level thinking and problem- solving skills
 * 8) Provide information about both the strengths and weaknesses of students
 * 9) Are multiculturally sensitive when properly administered
 * 10) Ensure that people, not machines do the scoring, using human judgment