The teaching and learning process changed into an online during the COVID-19 outbreak, and thus online evaluation became a requirement. This research examines the positive and negative effects of online assessment on students’ learning behaviour and how teachers prepare their teaching. This case study research included the result of questionnaire from thirty IC students followed by interview with three EFL teachers in the Intensive English Course (IC) program and six IC program students in one of Islamic University in Kediri. The small survey indicated that students have positive attitude toward the administration of online assessment. Furthermore, the outcomes of open-ended interviews showed that there were four themes for beneficial effects, including enhancing flexibility in assessment, improving evaluation versatility, building teachers and students’ awareness of preparing evaluation and cultivating students’ autonomous learning abilities. On the other hand, three themes for negative effects emerged from the online assessment, including complication of evaluation administration, reduced interaction between teachers and students, and anxiety in English test. The effects emerge from how teachers and students view the drawbacks of the online assessment itself. Positive effects lead to students’ learning better are caused by lesson taken from conducting the test; however, the negatives should be treated as challenges that will improve the teaching and learning. Finally, both teachers and students are ready to face online assessment in the future.
English for specific academic purposes (ESAP) has grown rapidly in line with the learners' needs of language especially in communication skills academically. ESAP appears to rebut conventional teaching with merely emphasizing on the language structures instead of the content. In fact, what the learners learn in the classroom should meet their needs in the future professional job. Researching ESAP, the developer attempts to develop instructional materials for Islamic education students intended to troubleshoot the communication problem for undergraduate students in State Islamic Institute of Kediri or IAIN Kediri.This study is aimed to develop ESAP instructional materials with the principles of Contextual Teaching and Learning (CTL) for students of Islamic education of IAIN Kediri.This research and development is carried out in a population of 394 students being in the second semester at IAIN Kediri. A cluster random sampling is chosen as sample. There are 40 students involved in the research out of the 6 classes in the phase of obtaining information, need analysis and try out. The result of need analysis becomes the basis of how the developer composes the instructional materials with CTL principles. All the contents of the materials refer to Islamic education package into 10 units for one semester. The developer needs to ask for judgment of the materials to attain the validity of the materials involving three SNAP TO READ Ima Fitriyah, Developing English Materials for Islamic Education Students of...96. experts in ESAP course design, Islamic Education teacher training and expert of designing the lay out. After the tryout, the necessary revisions is made, the materials are then validated. It can be said that through the entire steps of research and development, the materials are trustworthy and appropriate to apply at Tarbiyah Faculty at IAIN Kediri.
Classroom-based language assessment (CBLA) in the Indonesian context has become more significant since the shift of the assessment model from summative based assessment (Ujian Nasional or the final exam) to formative-based assessment (Asesmen Kompetensi Minimum (AKM); therefore, teachers need to develop their classroom-based language assessment literacy (CBLAL). The model places a greater emphasis on students' learning outcomes in class rather than final test scores. This study aims to examine the CBLAL level of experienced and novice EFL teachers, their perceptions of CBLAL, and their needs for CBLAL training. Quantitative and qualitative data were used in conjunction with a case study research design. The CBLAL questionnaire, adopted from Lan and Fan's work (2019), collected quantitative data from 55 EFL teachers. Meanwhile, the qualitative data were collected from four of them (novice and experienced) in the interview sessions. The CBLAL levels of 55 teachers are between functional and procedural-conceptual literacy levels. Both experienced (ETs) and novice teachers (NTs) could grasp fundamental principles in language assessment and can use them in the classroom. Although the ETs have higher levels, there is no significant difference in CBLAL levels between ETs and NTs. The study also revealed that the teachers' understandings of technical skills and language pedagogy were among the highest compared to their knowledge of theories and principles on language assessments. However, they indicated that still require professional development (PD) in CBLAL, despite their functional and procedural-conceptual literacy. The current study has pedagogical implications for both ETs and NTs. They should actively participate in various professional development activities, focusing on classroom evaluation.
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