EFL secondary school teachers’ conceptions of online assessment in emergency remote teaching: A phenomenographic study

Abstract

The investigation of teachers' conceptions of online assessment during a global pandemic has received relatively scarce attention in the current literature. Situated in an emergency remote teaching, this phenomenographic study aims at identifying and describing EFL secondary school teachers' qualitative different ways of understanding online assessment. A cohort of fifteen EFL teachers from different Indonesian secondary schools were recruited purposively using a set of criteria. They were invited to involve in online semi-structured interviews to explore their online assessment conceptions. Then, the interview data were analyzed qualitatively in an iterative process to discern categories of description and an outcome space. The findings point out five categories of teachers' conceptions. The participants view online assessment in emergency remote teaching (ERT) as a means of (1) measuring knowledge, (2) checking learning targets, (3) enhancing online interaction, (4) facilitating authentic tasks, and (5) reflecting the teaching and learning process. Furthermore, an analysis of relationships among those categories is reported hierarchically, ranging from accountability to enhancement assessment purposes. Some implications promote our understanding to consider several mediating factors affecting teachers' conceptions. Although emergency remote teaching situation is provisional, the findings bring out the possibility of implementing assessment for learning, as an alternative to assessment of learning, in the context of online assessment after the pandemic.

Investigating Skills-Based Language Assessment Literacy of EFL Teachers in Indonesia

“…Research aimed at uncovering teachers' expertise in language evaluation language teaching. [15] and [11] all found that language teachers lacked expertise of studies. When discussing the gravity of the situation, [7] claimed that most teachers lack appropriate information linked to language evaluation and that for most teachers, test is a four-letter word in both its literal and figurative senses.…”

“…The literature presents varying definitions of language evaluation literacy. According to [15], language assessment literacy refers to the level of proficiency that language teachers possess in terms of understanding testing concepts and effectively applying this knowledge to their classroom practices, particularly in relation to language assessment difficulties. According to [16], many levels of assessment literacy skills are intertwined with language-specific competences to form the knowledge foundation of language assessment.…”

Students' Perspectives On Using "Quizizz" Apps To Assess Learning

“…In early 2020, research stated that teachers were surprised to adjust the teaching system as well as assessment because all systems were limited and online, but student learning goals had to be achieved. (Luthfiyyah et al, 2022) Then, during the pandemic, students experienced a change, namely, an increase in boredom as a result of staring at laptop or cellphone screens for an extended period of time, as well as mood changes caused by numerous assignments, as well as from the perspective of parents who were classified as unable to be burdened with continuous internet quota fees (Irawan et al, 2020). According to research (Tanjung et al, 2019), in teaching, teachers also need to pay attention to students' interest in the material.…”