Teachers’ perceptions of alternative assessment practices in large classes: Northern Afghan Universities, English Departments

Abstract

Alternative assessment has gained increasing attention in higher education due to its potential to promote deeper learning, critical thinking, and student engagement. This mixed-methods study investigated 30 English Department lecturers' perceptions of alternative assessment practices in large classes across nine public universities in northern Afghanistan. The findings revealed that 90% of teachers were familiar with various alternative assessment methods, and 93.3% believed alternative assessment measures students' deeper understanding better than traditional exams. Similarly, 93.3% agreed that alternative assessment encourages students to become more active and responsible learners, while 63.3% expressed preference for alternative assessment over traditional written examinations. However, 60% identified large class size as a major or extreme challenge, 43.3% cited excessive time required for evaluation as a major obstacle, 33.3% reported university policy pressure favoring final written exams as a minor challenge, and 40% indicated lack of clear departmental rubrics as a minor challenge. Group projects and oral presentations were identified as the most practical and manageable methods, with 60% agreeing they are manageable in large classes. Future studies should examine students' perceptions and include larger, more diverse samples.