ANALYZING THE PRACTICES AND PERCEPTIONS OF LANGUAGE ASSESSMENT IN ONLINE ENVIRONMENTS

Abstract

In this study, researchers set out analyzing the practices and perceptions of language assessment in online environments focusing on male participants from diverse educational institutions in Sindh, Pakistan. The researchers employed a mixed-method approach to capture experiences of relevant teachers. Qualitative interviews with five teachers provided nuanced insights into their evolving practices and perceptions, while quantitative surveys using a 5-point Likert scale gauged the perspectives of the 80 participants. The analysis conducted and visualized through graphs and tables. Most notably, online assessments were found to dramatically impact students’ scores, illustrating both potential opportunities and challenges. Interestingly, the study also observed a positive shift in teachers' practices and perceptions within the online environment. The quick and responsive nature of tools like multiple-choice questions and short answer formats were found to empower teachers with deeper analysis and improved understanding of their students' performance. As a substantial exploration in this specific context, the study underscores the need for further research to delve deeper and adapt these findings for a wider range of stakeholders, including future researchers, educators, and policymakers.