A new research article titled “Alternative Assessment in English Language Teacher Education: A Systematic Review of Pre-service and In-service Contexts” has been published in the World Journal of English Language, a Scopus-indexed Q1 journal.
The article was authored by Maftuna Artikova and Dr. Sedigheh Shakib Kotamjani from Central Asian University.
The study presents a systematic review of 37 empirical research papers published between 2015 and 2025, focusing on the implementation of alternative assessment practices in English language teacher education. The review examines approaches such as portfolio assessment, performance-based assessment, peer assessment, self-assessment, and reflective practice in both pre-service and in-service teacher education contexts.
The findings emphasize the role of language assessment literacy, institutional support, and continuous professional development in the effective adoption of learner-centered and sustainable assessment methods. The article also identifies current trends, challenges, and areas for further research in the field of English language teacher education.
The publication contributes to ongoing academic discussions on assessment practices and teacher development within English language education.
Link
The article was authored by Maftuna Artikova and Dr. Sedigheh Shakib Kotamjani from Central Asian University.
The study presents a systematic review of 37 empirical research papers published between 2015 and 2025, focusing on the implementation of alternative assessment practices in English language teacher education. The review examines approaches such as portfolio assessment, performance-based assessment, peer assessment, self-assessment, and reflective practice in both pre-service and in-service teacher education contexts.
The findings emphasize the role of language assessment literacy, institutional support, and continuous professional development in the effective adoption of learner-centered and sustainable assessment methods. The article also identifies current trends, challenges, and areas for further research in the field of English language teacher education.
The publication contributes to ongoing academic discussions on assessment practices and teacher development within English language education.
Link
