USING ALTERNATIVE ASSESSMENT DURING THE PANDEMIC BY INDIAN AND UKRAINIAN TEACHERS OF ENGLISH

Abstract

The article aimed to analyze the usage of alternative assessment by teachers of English in India and Ukraine during the pandemic. The actuality of the study is related to making teaching English during the pandemic more effective through alternative assessment. Comparing and contrasting the practices of Indian and Ukrainian teachers of English in terms of using alternative assessment provides the data necessary for planning English courses more effectively.  Pedagogical observation, surveys, interviews, and mathematical statistics were used to collect the data. It was established that Indian respondents had a wider range of experience in teaching English. More than half of Indian teachers conducted their lessons online, while Ukrainian teachers mostly had blended lessons. The necessity of training in assessment and learning facilitation was obvious for both Indian and Ukrainian respondents. All the respondents appreciated the students’ involvement in choosing alternative assessment tools. Both Indian and Ukrainian teachers acknowledged the usefulness of a variety of alternative assessment tools. The methods of evaluation preferred by Ukrainian respondents were similar to those preferred by Indian respondents, with peer-evaluation used more often by Indian teachers. The results of the study showed that the respondents from both countries were positive about the impact of portfolios on learners’ motivation. Curricula limitations hindered the application of alternative assessment for both Indian and Ukrainian teachers of English. However, in contrast to Indian teachers’ responses, for Ukrainian teachers, there was one more reason: students’ reluctance. The recommendation is to provide more opportunities for professional development in terms of using alternative assessment.