Afghan English teachers’ and students’ perceptions of formative assessment: A comparative analysis

Golzar, Jawad; Momenzadeh, Seyed Ebrahim; Miri, Mir Abdullah

doi:10.1080/2331186x.2022.2107297

Cited by 7 publications

(3 citation statements)

References 56 publications

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“…Consistent with previous studies (Kanjee, 2020;Lozano Rodriguez et al, 2021;Golzar et al, 2022), the teachers in this study, although they demonstrate positive perceptions toward formative assessment, rarely implemented it in their classrooms. The results show that only a few teachers often used formative assessment.…”

Section: Correlation and T-test Resultssupporting

confidence: 84%

“…In South Africa, only a few teachers could use formative assessment strategies effectively (Kanjee, 2020). Research in other education contexts like Mexico, Netherlands, and Afghanistan demonstrate similar results that formative assessment was not fully implemented in the classrooms (Lozano Rodriguez et al, 2021;Veugen et al, 2021;Golzar et al, 2022).…”

Section: Introductionmentioning

confidence: 91%

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Formative assessment in Timor-Leste: teachers’ perception and practice

Costa Akoyt

2024

Int. J. Edu. Inno. Res.

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Formative assessment is vital in many educational contexts because it helps improve students' learning outcomes. Like many other countries, Timor-Leste education promotes formative assessment alongside other educational assessments. Yet, the use of formative assessment in Timorese classroom is still a subject of inquiry. This study aimed to investigate Timorese teachers' perceptions and practices of formative assessment in the classrooms and examine their differences. The sample was drawn from 50 teachers working in 14 primary schools within Dili municipality. The data was gathered through a questionnaire survey. The questionnaire consisted of demographic information, teachers' perceptions, and their practices. The results showed that many Timorese teachers had positive perceptions of formative assessment. They knew the importance and the role of formative assessment for learning. However, the teachers' practices of formative assessment differed from their perceptions. Most teachers rarely apply formative assessment and its various strategies in their classrooms. This research suggests that relevant government bodies, such as the Ministry of Education, must consider the importance of educational qualifications and continuous professional development programs. Large class sizes and the lack of internal school support also become essential aspects that need attention from the government. The findings of this research provided insights that can be incorporated into the existing literature and serve as the basis for further research in the Timorese education context, particularly in primary education.

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Section: Correlation and T-test Resultssupporting

confidence: 84%

Section: Introductionmentioning

confidence: 91%

Formative assessment in Timor-Leste: teachers’ perception and practice

Costa Akoyt

2024

Int. J. Edu. Inno. Res.

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“…Since formative feedback is a continuous process, it offers realtime support to students as they write (Zhu et al, 2020). However, it is time-consuming and challenging to implement in a large classroom (Golzar et al, 2022). Such crowded classrooms are parts of everyday realities in many educational institutions in most developing and underdeveloped countries across the Global South.…”

Section: Introductionmentioning

confidence: 99%

Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study

Mahapatra

2024

Smart Learn. Environ.

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This paper presents a study on the impact of ChatGPT as a formative feedback tool on the writing skills of undergraduate ESL students. Since artificial intelligence-driven automated writing evaluation tools positively impact students’ writing, ChatGPT, a generative artificial intelligence-propelled tool, can be expected to have a more substantial positive impact. However, very little empirical evidence regarding the impact of ChatGPT on writing is available. The current mixed methods intervention study tried to address this gap. Data were collected from tertiary level ESL students through three tests and as many focus group discussions. The findings indicate a significant positive impact of ChatGPT on students' academic writing skills, and students’ perceptions of the impact were also overwhelmingly positive. The study strengthens and advances theories of feedback as a dialogic tool and ChatGPT as a reliable writing tool, and has practical implications. With proper student training, ChatGPT can be a good feedback tool in large-size writing classes. Future researchers can investigate the impact of ChatGPT on various specific genres and micro aspects of writing.

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