Teacher Practice on Online Formative Assessment

Abstract

This paper aims to investigate (1) the struggles teacher encounters in his/her school's online formative assessments, and(2) the strategies teacher employs to deal with struggles in his/her school's online formative assessments. This research applied a qualitative study approach. A three year-experienced teacher who teaches 210 students in online teaching and learning has involved as the participant in this study. The data were gained from the interview to an EFL teacher of a school in Bandung. Result showed that the teacher has a strong interpretation of the formative assessment and the preparation of assessment is necessary in order to determine the academic success of students during the course. However, the study found the teacher was not ready to face the transition from face-to-face learning to online learning; the teacher could not optimize the implementation of the formative assessment and the students had been passive in online learning so that the achievement of the students could not clearly demonstrate the success of the students. It is also found that not every student received the benefit from on-going activities and certain strategies used by the teacher. It can be assumed that online teaching and learning practice is a new way of practicing for some teachers. Without the planning and experimentation of online teaching assessment activities, the teachers do not know precisely how the activity is carried out. This lack of experiments therefore leaves the responsibility of deciding whether the strategy is appropriate for students.

Formative Assessment on Spoken Production in EFL Learners involve in E-Learning Environment

“…All teachers agree that virtual learning environments have positive effects on education, but some challenges, too. In this point, similar results were identified by Nurfiqah et al (2021) wherein this virtual scenario, not all students are receiving appropriate feedback and applying the adequate corrections, besides learners feels in need of "Giving more time for speaking activities and feedback on these types of activities" (student 23).…”

“…The ladder refers to new opportunities viewed as strategies, resources, and tools to assess students. Other studies conducted by Nurfiqah and Yusuf (2021) demonstrated that even when teachers agree on the importance of formative assessment, virtual classes impose enormous challenges for teachers when providing effective feedback. Also, they demonstrated that there is a disconnection between specific strategies and the learning results.…”

Online Formative Assessment Practices Among Academics of Tertiary Education in Sokoto State, Nigeria

“…A series of studies of online formative assessment have been contextualized to concerns about the effectiveness and quality of online courses. For example, a work conducted by Bahati et al (2019) and Nurfiqah and Yusuf (2021) showed that technology was used to allow and promote creative formative assessment practice in real classroom settings. Hettiarachchi et al (2015) explained that online formative assessment is carried-out during learning, which provides practice for students on their learning in a course and possible development activities they could undertake to improve their level of understanding.…”