Practices Using Alternative Measures in English Business Communication Classes upon Graduation

Abstract

In light of normative assessment, the current study was conducted on various evaluation methods in business communication programs. The main goal of educational measurement is assessment since it shows how well students communicate in relation to their language studies. Despite being a crucial part of the teaching-learning process, evaluation is sometimes overlooked in language courses when it comes to real-world circumstances. Although learners are typically evaluated on pass/fail criteria, this truly does not reflect how much they have learned, as each student's subject of study affects how they view learning. In various circumstances, the recommended assessment plan is often a 70:30 ratio, with 70% assumptive evaluation and 30% internal/formative/continuous assessment. Therefore, this assessment ratio does not satisfy the requirements for assessment, and it is necessary to go from assumptive assessment to formative assessment. Measuring educational techniques, learning results and course outcomes eventually becomes impossible. As a result, none of the allegations included in the assessment is really evaluated on the ground. With reference to several studies carried out in the past, assessment has switched its emphasis from traditional evaluation to the use of alternative assessment methods with the goal of improving learning outcomes. Traditional assessment is ineffective since it doesn't let students know where they've performed poorly in certain areas (Anderson, 1998). Additionally, it ignores the many facets of pedagogy in relation to a broad community of learners with various origins, skills, and behaviors. Less information about students' attitudes and perspectives on learning and subject comprehension is made available to instructors. It is impossible to improve the teaching-learning process and increase efficacy without understanding the learners' multifaceted views (Garfield, 1994). Thus, it becomes clear that the current standards for evaluation have not been able to reach their supposedly existing purposes and that doing so would be practically impossible given the current situation. Alternately, in order to achieve the goals of assessment, alternatives to the current assessment framework must be implemented at all educational levels. These alternatives must improve learning outcomes as well as course outcomes in a comprehensive and inclusive way, with a focus on the attitudes and perceptions of both students and faculty members.