Department of Foreign Languages, University of Isfahan, Iran (firstname.lastname@example.org)
Although investigating the effectiveness of different methods of assessing writing in EFL classes has been one of the main objectives among researchers in Iran (Elahinia, 2004; Nezakatgoo, 2005; Javaherbakhsh, 2010), examining the popularity of these methods has never gained this much attention. This article examines the frequency of methods of assessing writing among teachers of adult and young adult learners in Iran and also investigates the difference in the frequency of the methods used by two groups of teachers. The category of different methods was chosen by the help of Brown’s (2004) classification and also the study conducted by Cheng, Rogers, & Hu (2004). The data were gathered by using questionnaires. The results revealed that the most common methods to assess writing were writing essays and dictation among teachers of adult and young adult learners respectively. Alternative assessment methods (e.g. journals, portfolios, and peer/self-assessment) were the least common methods. This finding was somehow paradoxical to the results found by other researchers who showed that portfolios, journals, and other methods of alternative assessment could be effective in improving student writing skill.
Keywords: English as Foreign Language; assessment; alternative assessment; writing; methods of assessing writing