Assessing Arabic Teachers’ Assessment Methods in Evaluating Students’ Literacy

Abstract

Learning Arabic online during the COVID-19 pandemic is full of challenges. Educators are required to be selective in choosing assessment methods relevant to the four Arabic language competencies and suitable for use online. This study aims to determine the online assessment methods and assessment media used by Arabic language teachers to evaluate their students' literacy in Arabic learning. This research is survey research. This study involved 87 Arabic teachers from 45 Public Madrasah Aliyah (Islamic Public Senior High School) in South Kalimantan. Data collection techniques used in this study were questionnaires and interviews. The data from close-ended questionnaires were analyzed and presented in descriptive methods. The data from open-ended was analyzed by reviewing each response, discovering themes in the verbatim statement, coding, and grouping the topics. The results of this study indicate that the assessment methods most often used by teachers are multiple-choice, true-false, short answer, and performance. The assessment method most students respond to is multiple-choice, true-false, and short answers. The assessment methods that students respond to the least are performance, products, interviews, and short answers.

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“…Furthermore, the preparedness and competencies of both teachers and learners have a substantial impact. Madrasah Aliyah Negeri 4 in Hulu Sungai Tengah District, South Kalimantan (MAN 4 HST), lacks preparation for online learning among its students (Riwanda et al, 2022(Riwanda et al, , 2021.…”