Technology-based Formative Assessments Implemented by Secondary School English Teachers During Remote Learning

Abstract

During the COVID-19 pandemic, teachers had to alter their assessment process for an engaging and productive remote learning. The present study investigates the technology-based formative assessments carried out by secondary school English teachers. To reach that goal, the writers conducted a series of observations and an interview. It was found that English teachers used a few technology-based formative assessment platforms such as Quizizz, Kahoot!, Schoology, Microsoft Office Team, and Socrative. Oral and written feedback was also regularly done by English teachers for supporting technology-based formative assessment practices. The finding of this study also implies the crucial role of digital literacy in supporting the successful implementation of technology-based formative assessments during distance learning.
 Keywords: technology-based formative assessment, English teaching and learning, remote learning

The Practice of Classroom Assessments during Curriculum Change: A Study of Inservice Teachers

“…The relevance of the three cannot be over-emphasized because curriculum specifies the subjects and topics to be taught whereas, instructional activities determine the objectives of instruction in terms of skills, tasks and competencies expected of the learner as well as the methods, materials and strategies designed to accomplish them. Assessment measures the extent to which the curriculum and instructional objectives are accomplished (7).…”