Language Assessment Literacy Development: A Student-Teacher�s Experiences  in Teaching Practice Program

Prasetyo, Hardi

doi:10.24071/llt.v21i2.1224

Cited by 3 publications

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“…The importance of evaluation has set the alignment to be achieved in his study. Since this circumstance has a highly positive impact on educators, helping them to organize and strategize effective and efficient learning procedures and strategies for the future (Prasetyo, 2018). Evaluation is also a significant consideration in the final decision-making process because it is part of a systematic method that gathers information for all of the teaching staff.…”

Section: Introductionmentioning

confidence: 99%

“…Evaluation has been an essential component of the teaching and learning process for as long as it has been a part of the teaching and learning process itself, which is something that takes place all the time at every educational institution. This circumstance has a very positive impact on educators in terms of assisting them in organizing and strategizing effective and efficient learning procedures and strategies for the future (Prasetyo, 2018). Evaluation is also a significant consideration in the final decision-making process because it is part of a systematic method that gathers information for all of the teaching staff.…”

Section: Introductionmentioning

confidence: 99%

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Analyzing Difficulty Index of Ekadanta English Section Multiple Choice

Yusnida

Ayouni

2023

JL3T

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Evaluation has been an essential component of the teaching and learning process for as long as it has been a part of the teaching and learning process itself, which is something that takes place all the time at every educational institution. This is because the assessment has a tight link with educators in the process of transferring information to analyze how much students' abilities have developed over the course of the learning process and while assembling each assignment in the process of learning. This study tries to shed light on the index of difficulty index found in a set of prediction test in Ekadanta tutoring book. This study employed descriptive qualitative approach. The data source was 20 questions from Ekadanta tutoring book. The subject of this study were 11 students of English Department at Universitas Iskandarmuda, Banda Aceh, Indonesia. The data collection was carried out by instructing the students to do the test within 40 minutes. After the data obtained, they were analyzed using index of difficulty formula and categorized into its index level. The results shows that from 20 question, there are 8 questions fall under difficult index, 8 questions are categorized into moderate, and the other 4 questions are considered easy in the level of difficulty index. It is concluded that the test is good and descent from the perspective of the difficulty index. It is later suggested that future research would involve more questions and test sets as well as participants in studies alike.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Analyzing Difficulty Index of Ekadanta English Section Multiple Choice

Yusnida

Ayouni

2023

JL3T

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“…Concomitantly, LAL must be implemented correctly in the classroom (Fulcher, 2012;Lan & Fan, 2019;Noori et al, 2017). Knowing how literate teachers on LAL also indicates how high the need for teachers professional training on this topic (Anam & Putri, 2021;Latif, 2021;Ogan-Bekiroglu & Suzuk, 2014;Prasetyo, 2018;Widiastuti et al, 2020;Yan & Fan, 2021). Widiastuti et al (2020) revealed teachers with high professional development (PD) participation levels have stronger formative assessment beliefs than those with lower PD involvement.…”

Section: Introductionmentioning

confidence: 99%

“…They believed that further explanatory study may be beneficial in gaining a deeper understanding of the different CBLAL's nature and purpose between ETs and NTs. As most of the previous studies investigated pre-service EFL teachers' LAL (Anam & Putri, 2021;Prasetyo, 2018;Viengsang, 2016), knowing the different CBLAL levels between NTs and the ETs could provide more information about the need to have professional development (PD) in this regard. To bridge that gap, we investigated the CBLAL level of two stakeholder groups; ETs and NTs, and their needs of a PD based on the level of CBLAL.…”

Section: Introductionmentioning

confidence: 99%

Classroom-based language assessment literacy and professional development need between novice and experienced EFL teachers

Fitriyah

Masitoh

Widiati

2022

Indonesian J. Appl. Linguist.

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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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“…The findings showed that the teachers had a sound understanding of language assessments' knowledge, skills, and principles. Furthermore, Prasetyo (2018) researched a student-teacher experience of teaching practice in one of the senior high schools in Yogyakarta. It was found that the teacher got more experience in administrative tasks than guidance in teaching and assessment.…”

Section: Introductionmentioning

confidence: 99%

Teacher Assessment Literacy: Indonesian Efl Secondary Teachers' Self-Perceived on Classroom-Based Assessment Practice

Aria,

Sukyadi,

Kurniawan

2021

ERJEE

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Assessing students' performance is an essential part of a teacher's job. Hence, they are believed to be familiar with various kinds of assessments, especially classroom-based assessments (henceforth CBA). Language teaching and assessment are two interrelated that affect each other to a great extent. Undoubtedly, language assessment becomes a more complicated activity in the field of language teaching. The major objective of this study was to describe how EFL secondary teachers’ self-perceived on the basic principles of assessment and their own practice in CBA. This study was conducted in the form of a descriptive survey research. Shim's (2009) survey instrument was adapted to collect data and gathered using an online survey. 48 respondents willingly fulfilled the online survey containing 80 statements concerning classroom assessment procedures. The data obtained were analyzed using descriptive statistics. The findings of the current study revealed that teachers seemed to practice assessment for learning (henceforth AfL), in which most teachers conducted assessments to support students’ learning and used the results as feedback to improve and revise their teaching. The teachers in this study appeared to be literate and excellent in understanding the concept and using it in practice. However, a question remains as to whether their classroom practice was excellent. Since most studies have largely reported results on teacher's assessment literacy (henceforth TAL), future programs and research should be directed toward classroom-based research on how the CBAL can improve students' learning and improve the quality of teacher instructions. The implications of the result are expected to provide a clear understanding and theoretical foundations of CBAL.

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Language Assessment Literacy Development: A Student-Teacher�s Experiences in Teaching Practice Program

Cited by 3 publications

References 0 publications

Analyzing Difficulty Index of Ekadanta English Section Multiple Choice

Analyzing Difficulty Index of Ekadanta English Section Multiple Choice

Classroom-based language assessment literacy and professional development need between novice and experienced EFL teachers

Teacher Assessment Literacy: Indonesian Efl Secondary Teachers' Self-Perceived on Classroom-Based Assessment Practice

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