Formative Assessment Practiced By EFL Lecturers in STAIN Majene
(1) Universitas Negeri Makassar, Indonesia
(2) Universitas Negeri Makassar, Indonesia
(3) Universitas Negeri Makassar
(*) Corresponding Author
DOI: https://doi.org/10.26858/eltww.v9i2.33765
Abstract
This research aimed to find out (1) how do EFL lecturers perceive formative assessment? (2) How do EFL lecturers practice formative assessment? This research employed a qualitative research design based on a case study approach involving three EFL lecturers in STAIN Majene. Data collection methods include interviews, classroom observations, and documentation. The result of the study showed that (1) the EFL lecturers perceived formative assessment practice mainly as a process of giving feedback for the student's improvement and for adjusting their instruction. and (2) learning targets, monitoring, feedback, self-assessment, and peer assessment assisted the EFL lecturers and students in achieving their learning objectives. The present study concluded that EFL lecturers perceived that the experience of implementing formative assessment has shaped their perceptions of EFL lecturers. The EFL lecturers got various and different experiences in practicing formative assessment.
Keywords
Full Text:
PDFReferences
Airasian, Peter W & Russel, Michael K. 2008. Classroom Assessment Concepts and Application. New York: The McGraw-Hill Companies.
Arrafi, M & Sumarni,B. 2017. Teacher’s Understanding of Formative Assessment. Lingua Cultura.Vol. 12(1). 45-52.
Bornstein, M.H., Jager, J., Putnick, D.L., 2013. Sampling in Developmental Science: Situations, Shortcomings, Solutions, and Standards. Dev Rev 33, 357–370. https://doi.org/10.1016/j.dr.2013.08.003
Boud, D. 2013. Enhancing learning through self-assessment. Abingdon, England: Routledge. https://doi.org/10.4324/9781315041520
Black, P., & Wiliam, D. 1998b. Inside the Black Box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 199–148.
Brown, Gavin TL. Peterson, Elizabeth R, & Yao, Esther S. 2016.
Student conceptions of feedback: Impact on self‐regulation, self‐efficacy, and academic achievement. British Journal of Educational Psychology, Vol.4 (86), 606-629.
Cowan, J. (2003). Assessment for learning: Giving timely effective feedback. Exchange, 4, 21-22. Retrieved from http://www.exchange.ac.uk/files/eissue4.pdf
Defianty, Maya. 2018. The Practice of Formative Assessment by EFL Teachers in Secondary High Schools in Indonesia. Dissertation. Australia: University of Canberra.
Hattie, J., & Timperley, H. 2007. The Power of Feedback. Review of Educational Research, Vol.77(1), 81–112.
Jiang, Y. 2014. Exploring Teacher Questioning as a Formative Assessment Strategy. RELC Journal, 45(3), 287–304. https://doi.org/10.1177/0033688214546962
Knight, P. 2001. A briefing on key concepts: Formative and summative, criterion and norm-referenced assessment, assessment series No.7. York: LTSN Generic Centre.
Kluger, A. N., & DeNisi, A. 1996. The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 254–284.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. 2001. Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision & Curriculum Development.
McManus, S., Seville, E., Brunsdon, D., & Vargo, J. 2007. Resilience Management: A Framework for Assessing and Improving the Resilience of Organisations. : Resilient Organisations.
McMillan, James H. 2018. Classroom Assessment Principles and Practice that Enhance. USA: Pearson Education.
Miles, M.B., Huberman, A.M., Saldaña, J. 2014. Qualitative Data Analysis: A Methods Sourcebook, Third Edition. ed. SAGE Publications, Inc, Thousand Oaks, California.
Oswalt, S. 2013. Identifying Formative Assessment in Classroom Instruction: Creating an Instrument to Observe Use of Formative Assessment in Practice. Dissertation. Idaho: Boise State University.
Pinchock, N., & Brandt, W. C. 2009. Connecting Formative Assessment Research to Practice: An Introductory Guide for Educators. Retrieved from https://eric.ed.gov/?id=ED509943
Robbins, S.P. 2003. Perilaku Organisasi. Jilid 1. Jakarta: PT.Indeks Kelompok Gramedia.
Sadler, D. R. 1989. Formative assessment and the design of instructional systems. Instructional Science, Vol. 18(2), 119–144.
Simon, B., & Taylor, J. L. 2009. What is the Value of Course-Specific Learning Goals? Journal of College Science Teaching, 39(2), 52–57. https://doi.org/10.1017/CBO9781107415324.004
Sluijsmans, D. M. A., Brand-Gruwel, S., van Merriënboer, J. J. G., & Martens, R. L. (2004). Training teachers in peer-assessment skills: effects on performance and perceptions. Innovations in Education and Teaching International, 41(1), 59–78. https://doi.org/10.1080/1470329032000172720
Thompson, M., & Wiliam, D. 2008. Tight but loose: A conceptual framework for scaling up school reforms. In E. C. Wylie, Tight but loose: Scaling up teacher professional development in diverse contexts. Princeton, NJ: ETS.
Widiastuti, I & Saukah, A. 2017. Formative assessment in EFL classroom practices. Bahasa & Seni, Vol.45(1), 50–63.
Widiastuti, I. A. M. S., Mukminatien, N., Prayogo, J. A., & Irawati, E. (2020). Dissonances between Teachers’ Beliefs and Practices of Formative Assessment in EFL Classes. International Journal of Instruction, 13(1), 71-84. https://doi.org/10.29333/iji.2020.1315a
Wiliam, D., Lee, C., Harrison, C., & Black, P. 2004. Teacher’s developing assessment for learning: impact on student achievement. Assessment in Education, 11(1), 49– 65. https://doi.org/10.1080/0969594042000208994
Article Metrics
Abstract view : 103 times | PDF view : 24 timesRefbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Published by:
Pascasarjana, Universitas Negeri Makassar
Jalan Bonto Langkasa, Banta-Bantaeng, Rappocini, Banta-Bantaeng, Kec. Rappocini, Kota Makassar, Sulawesi Selatan 90222
elt.worldwide@unm.ac.id
E-ISSN: 2503-2291
P-ISSN: 2303-3037
ELT Worldwide: Journal of English Language Teaching is licensed under a Creative Commons Attribution-NonCommercial- 4.0 International License.