Using Alternative Assessment to Improve First-Year Students’ Writing at Al-Quds University (Published)
This study investigates the effectiveness of alternative assessment techniques in enhancing the paragraph writing skills of first-year students at Al-Quds University’s Languages Center. Conducted within the framework of a compulsory English writing course, the research explores how peer feedback, self-assessment, and one-on-one conferencing can contribute to the development of students’ writing abilities. The study is grounded in the context of English being taught as a foreign language in Palestine, where proficient writing skills are essential for academic success and professional communication. Through addressing the main research question—how alternative assessment techniques improve first-year students’ writing—this study also answers sub-questions related to the role of peer feedback, self-assessment, and conferencing in enhancing writing outcomes. Findings highlight that these strategies foster self-reflection, collaboration, and targeted feedback, ultimately aiding students in constructing well-developed paragraphs. The research underscores the importance of integrating alternative assessment techniques into writing curricula to equip students with critical writing skills necessary for academic and life success.
Keywords: ESL Writing, Peer Fe, Self-assessment, alternative assessment