EFL Teachers’ Online Assessment Practices During the COVID-19 Pandemic: Changes and Mediating Factors

Zhang, Cong; Yan, Xun; Wang, Junju

doi:10.1007/s40299-021-00589-3

Cited by 58 publications

(53 citation statements)

References 18 publications

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“…This is due to the changing shift in the teaching and learning process from face-to-face interaction into online interaction. This changing shift forces both teachers and students to have a transformative experiment in the process of teaching and learning (Abduh, 2021;Zhang et al, 2021). For that case, many educational institutions are obligated to apply the changes.…”

Section: Introductionmentioning

confidence: 99%

Pre-service EFL teachers’ perception on technology-based formative assessment in their teaching practicum

Prastikawati

2021

ELTF

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The spread of the pandemic COVID-19 has made many changes in educational policy such as the assessment in English teaching and learning process. The process and procedures in the assessment need to be adjusted from face-to-face assessment into blended and online assessments. Not only English teachers, pre-service EFL teachers are also required to be ready and adapt to the changes quickly. To adapt it, the integration of technology in the assessment process has been examined. However, the involvement of technology in the area of formative assessment remains underexplored, particularly in the teaching practicum conducted by pre service EFL teachers. The present study is trying to fill the gaps by investigating pre-service EFL teachers’ perception on technology-based formative assessment which is implemented in their teaching practicum. A total of 57 pre-service EFL teachers completed a Likertscale questionnaire. After fulfilling the questionnaires, there were 19 pre-service EFL teachers who agreed and volunteered to be in a semi-structured interview. The findings show that the involvement of technology in formative assessment is perceived positively by pre-service EFL teachers in their teaching practicum during the pandemic COVID-19. They confess that technology has played its practical role in helping them assess their students. Further, the implementation of technology-based formative assessments promotes the students’ performance.

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Section: Introductionmentioning

confidence: 99%

Pre-service EFL teachers’ perception on technology-based formative assessment in their teaching practicum

Prastikawati

2021

ELTF

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“…Future teacher education programs can include content knowledge about CBA and offer related practical guidelines to equip teachers with necessary CBA expertise. As noted by Zhang et al (2021), the Covid-19 pandemic imposes the challenge in using technology for assessment. Therefore, professional training can be offered to improve teachers' expertise in incorporating technology in CBA.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers need to raise their awareness of various influential factors and be ready to deal with potential challenges that might arise from the learning and teaching process. This implication is particularly significant for teachers in the post Covid-19 era as they are likely to face unexpected challenges (Zhang et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…It is expected that such information could shed important light upon how CBA can be integrated into L2 contexts to support student learning, particularly under post-COVID-19 conditions. As the COVID-19 pandemic has led to some challenges in L2 education such as how to organize interactive activities and provide timely feedback (Gao & Zhang, 2020;Zhang et al, 2021), it is imperative to seek recommendations for facilitating student learning during this difficult period. The present case study, though conducted prior to the outbreak of COVID-19, examined EFL teachers' implementation of CBA in-depth.…”

Section: Introductionmentioning

confidence: 99%

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Implementing Classroom-Based Assessment for Young EFL Learners in the Chinese Context: A Case Study

Yan

Zhang

Cheng

2021

Asia-Pacific Edu Res

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While there is extensive literature on how classroom-based assessment (CBA) can be effectively put into practice, little is known about its implementation in L2 contexts, especially in the young English-as-a-foreignlanguage (EFL) learner context. This study endeavored to investigate teachers' CBA practices and factors that might exert influences on them. A purposive sample of three EFL teachers from two primary schools participated in this case study. Our thematic analysis revealed that the potential of CBA in supporting young EFL learners' learning had not been fulfilled. The teachers failed to clarify such objectives and success criteria to their students. Despite the use of multiple assessments, the teachers relied heavily on formal assessments, with student-involving assessments being less frequently used. Moreover, there was a heavy reliance on norm-referenced assessment and evaluative feedback. It was also found that teachers' CBA practices faced complex challenges related to teacher, student, context and system factors. Practical implications for how CBA can be effectively implemented in similar EFL contexts are discussed.

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“…In the Chinese context, Zhang et al (2021) utilized semi-structured interviews with six informants to examine the online assessment practices of EFL teachers during the COVID-19 pandemic. Results revealed that the EFL teachers made assessment decisions and selected assessment methods based on policy, the local context, and their own teaching experience and reflections.…”

Section: Literature Reviewmentioning

confidence: 99%

Professional Development and Teaching Practices of EFL Palestinian Teachers during COVID-19 Pandemic: A Case Study of Three Female Teachers

Dweikat¹,

Zyoud²

2021

AWEJ

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The current study investigated the activities and practices used by three female EFL teachers during the coronavirus pandemic between March 2020 till February 2021. The study also explored the difficulties and obstacles faced by the three teachers during that period. To achieve these objectives, a qualitative approach utilizing a case study design was employed using three tools: teachers’ written reflections, content analysis of teachers’ posts on the social media, and a focus group meeting via Zoom. The significance of the study emerges from its objectives to contribute to EFL teachers’ professional development during the emergency cases. Results revealed that the three teachers were able to cope with the new situation by adopting new methods of content delivery and new forms of communication as well. These teachers used online technologies such as Facebook, YouTube, and Microsoft Teams to communicate with their students and the parents as well. However, some challenges emerged, including the financial situation of the families and its impact on students’ access to internet connection and family affordability. Under these conditions, teacher training programs are in demand for using appropriate technologies that engage the students and attract their attention.

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EFL Teachers’ Online Assessment Practices During the COVID-19 Pandemic: Changes and Mediating Factors

Cited by 58 publications

References 18 publications

Pre-service EFL teachers’ perception on technology-based formative assessment in their teaching practicum

Pre-service EFL teachers’ perception on technology-based formative assessment in their teaching practicum

Implementing Classroom-Based Assessment for Young EFL Learners in the Chinese Context: A Case Study

Professional Development and Teaching Practices of EFL Palestinian Teachers during COVID-19 Pandemic: A Case Study of Three Female Teachers

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