Dissonances between Teachers’ Beliefs and Practices of Formative Assessment in EFL Classes

Abstract

This qualitative study investigates multi-cases of junior high school English teachers to reveal the dissonances between teachers' beliefs and practices of formative assessment in EFL classes viewed from different Continuing Professional Development (CPD). The Data were collected by conducting semistructured interviews to all respondents, classroom observations and document studies such as journals and lesson plans. The result of this study showed that teachers with high CPD participation level have stronger beliefs in formative assessment compared to those with lower CPD involvement. Their beliefs, however, were not always practiced appropriately in the classroom. Teachers' CPD participation has no real impact on the success of formative assessment practices, although it may influence teachers' beliefs. This is due to some factors influenced the implementation of formative assessment in the classroom. Futhermore, it is expected that teachers carefully consider the influecing factors and carry out formative assessment in accordance with their beliefs.

Online backchannel as a formative assessment in improving writing skills

“…The real purpose of formative assessment is reached if it is regularly applied to know the students' learning progress, so it enables to identify the students need and adjust the learning activity (Wong & Mak, 2019). Online formative assessment is also an online measurement device for teachers to indicate the students' understanding of a certain topic so that the teachers can provide and improve their next teaching (Hwang & Chang, 2011;Widiastuti et al, 2020).…”

Exploring Efl Students’ Descriptive Paragraph Writing Ability Through Critical Assessment Process

“…Assessing students' learning outcomes is an integral part of educators' duties. Every educator is obliged to assess the learning outcomes of their students (Widiastuti, et al, 2020). The assessment carried out by educators varies greatly in its implementation.…”

Untitled

“…The importance of vocabulary learning towards the improvement and development of language skills makes language learning increasingly urgent to be done more seriously focused on vocabulary instruction. All aspects of language should be properly assessed to know the students' language achievement (Widiastuti, Mukminatien, Prayogo, & Irawati, 2020). This is because in the field there are still many students who have difficulty in learning, especially when learning four language skills (listening, speaking, reading, and writing) due to the low ability of students to master Indonesian vocabulary.…”