Reframing Formative Assessment Practices in Emergency Remote Teaching Context of English Language Teaching in Higher Education institutions Indonesia

Defianty, Maya; Hidayat, Didin Nuruddin; Kultsum, Ummi; Sufyan, Agus; Subchi, Imam; Sururin, Sururin

doi:10.4108/eai.20-10-2020.2305143

Cited by 2 publications

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“…Despite teacher's perception on technology-enhanced assessment, it is also important to see how the teachers perceive the assessment in the teaching and learning process. The fact shows that most teachers are familiar with summative assessment rather than formative assessment (Defianty et al, 2021). Meanwhile, formative assessment is highly needed by the teachers in gaining informative evidence on the students' learning.…”

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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“…Shown on Table 1.5 was the frequency and percentage distribution of the highest educational attainment profile of the teacher-respondents. Presented on the table, it indicates that majority of populations was bachelor's degree holder with thirty (30) respondents or 60%, whereas thirteen (13) or 24% has master's degree units, five (5) respondents or 10 % has master's degree, one (1) respondent or 2% with Doctoral units. Lastly, one (1) respondent or 2 % completed the doctoral degree…”

Section: Table 15 Highest Educational Attainment Profile Of the Teach...mentioning

confidence: 99%

Reframing Remote Learning Assessment Practices of Teachers’: Input for School- Based Testing Reforms

SAMOSA

2022

SSRN Journal

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Reframing Formative Assessment Practices in Emergency Remote Teaching Context of English Language Teaching in Higher Education institutions Indonesia

Cited by 2 publications

References 0 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

Reframing Remote Learning Assessment Practices of Teachers’: Input for School- Based Testing Reforms

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