Disertasi

Formative assessment in the indonesian ELF context / Hamiddin

Abstrak
The study investigated several EFL teachers in understanding formative assessment and their practices in the classroom settings with different background of education teaching experiences and educational contexts. This study is intended to seek answers to the following questions related to Formative Assessment (FA) namely (a) how do EFL teachers understand formative assessment in the classroom (b) how do the EFL teachers rsquo follow-up the results of FA to modify their teaching and (c) how do EFL students rsquo follow-up teachers rsquo feedback in formative assessment This study followed a qualitative research method particularly phenomenological research approach. This study adopts a multiple-case study since it involved more than one case of classroom-based language assessment as formative assessment. The study utilized in-depth interview and member checking to collect the data. Prior to conducting the study some instruments were developed such as preliminary questionnaires interview guide adapted from Saito and Inoi (2017) and questionnaire for students. Six English teachers from different levels of education and from different regency were selected to participate in this study. The study found that (1) the teachers who have adequate knowledge of formative assessment in their classroom try to improve students rsquo learning by implementing several types of formative assessment such as daily assessment peer-assessment self-assessment and group work (2) only three teachers use the information of students rsquo learning to modify their teaching strategy. They also try to modify their assessment by modifying the level of questions and try to appropriate teaching strategy in different lesson or meeting (3) most of the students understand the teachers rsquo feedback and do some improvement. Most of the students who follow up teachers rsquo feedback are female students moderate or high achiever students have good attitudes and motivation. The implications were drawn to (1) the EFL teacher need to practices more formative assessment knowledge and skill in the classroom in order to improve students rsquo learning progress as well as adjust their teaching strategy (2) policy maker such as institution teacher organization to involve EFL teachers in assessment training particularly formative assessment training in language teaching (3) future researcher. The study recommends to do an action research on formative assessment with different EFL classroom setting particularly in junior and senior high school level. This intends to give practical contribution to the teachers in applying the formative assessment in the EFL classroom

Informasi Detail

DDC

Rd 371.12 HAM a

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2021.

Deskripsi Fisik

xvi, 137 lembar : ill. ; 30 cm.

Bahasa

Indonesia

No Reg

00676/KI/22

Edisi

Disertasi (Pascasarjana)--Universitas Negeri Malang. 2021

Subjek

1. GURU (BAHASA INGGRIS) - ASESMEN FORMATIF
2. GURU (BAHASA INGGRIS) - PRAKTEK DAN AKSI TINDAK LANJUT
3. TEACHER (ENGLISH) - FORMATIVE ASSESSMENT

Pembimbing

1. Nur Mukminatien ; 2. Nunung Suryati ; 3. Yazid Busthomi

Lampiran Berkas