The Impact of Alternative Assessment on Adolescent Learners’ Ability to Select and Implement Relevant Learning Resources

Language learning and teaching are no longer aimed only at developing learners’ linguistic skills and enhancing their communicative competence. Nowadays, in order to promote language learning as a life-long process, there is a growing emphasis in language classroom on non-linguistic aspects, such as motivation or learner autonomy. The latter can be fostered in the classroom by means of diverse teaching procedures, such as formative assessment or performance assessment. The aim of the research presented in the article was to investigate whether and to what extent the assessment method applied affects one aspect of learner autonomy — namely, learners’ ability to select, apply and use relevant learning resources. The research was conducted in a lower secondary school, i.e. an educational environment rarely given attention in second language research studies. The study was based on mixed-methods research, comprising both quantitative and qualitative data elicitation tools, such as a questionnaire, monthly classroom observations and interviews with the learners. The results show that the assessment methods implemented failed to develop adolescent learners’ ability to use learning resources effectively. The applied methodology helped to obtain a comprehensive picture of the impact exerted by language assessment on the dependent variable and to analyse the results from a number of perspectives.