Preservice Teachers' Views on Online Assessment

MUSTAFA, ERDEMIR

doi:10.26634/jet.18.3.18261

Cited by 1 publication

(1 citation statement)

References 11 publications

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“…Another point was that task design typically necessitates lengthy organizing, developing, checking, testing, adjusting, and reexamining processes (Arifani et al, 2020;Bawanti & Arifani, 2021). Having trouble seeing students' cheating and being used to the exam format are problems for teachers (Mustafa, 2021). By doing this, teachers intend to teach students crucial information that students might have yet to acquire in a regular assessment setting (Coomey & Stephenson, 2018), boosting student adaptability and practical methods of assessing their knowledge and skills (Rapanta et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Examining Teachers’ Perceptions and Attitudes Towards the Integration of Technology in Assessment Practices

Indayani,

Asari,

Maruf

2023

ERJEE

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The integration of technology in education has become increasingly important, and understanding how teachers perceive and approach online assessment is crucial for effective implementation in the field of EFL teaching. This study investigates the perceptions and attitudes of EFL teachers in Junior High Schools in East Java towards online assessment. Despite the potential benefits of online assessment, there is a research gap in how EFL teachers in this context perceive and utilize it. This research aims to explore EFL teachers' beliefs and views about online testing and the specific challenges they encounter when adopting online assessment. Employing a mixed-methods approach, data were gathered from 100 EFL teachers through surveys and semi-structured interviews. Findings reveal that EFL teachers generally hold a positive perception and attitude towards online assessment, acknowledging advantages like faster grading and accurate measurement of learning outcomes. However, they face challenges related to technological proficiency, student competence assessment, and teacher confidence in using ICT. These findings contribute to the field by emphasizing the importance of supporting teachers' technological proficiency and fostering an inclusive learning environment, optimizing the potential benefits of online assessment in EFL classrooms.

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