EFL Teachers’ Perceptions towards the Implementation of Performance-Based Assessment in Assessing Students’ Speaking Ability

Latipah, Yeni; Purnawarman, Pupung

doi:10.2991/conaplin-18.2019.164

Cited by 1 publication

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“…The research on performance-based assessment and higher-order thinking skills (HOTS) indicates that performance-based assessment has a substantial influence on English as a Foreign Language (EFL) learners. Students saw notable enhancements in their learning based on studies by Latipah & Purnawarman, (2019); Safitri et al (2018); Sudakova et al (2022); Yildirim & Orsdemir (2013). An analysis was conducted on students' and teachers' feedback regarding Performance-Based Assessment to provide a more comprehensive understanding of the topic (Baker, 1997).…”

Section: Introductionmentioning

confidence: 99%

Performance-Based Assessment in Assessing the Students’ Evaluating Skill: How is the implementation in English Learning?

Makmuroh,

Abimbowo,

Agoro

2024

ECL

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Performance-based assessment (PBA) enables teachers to determine learners’ genuine language competency and promote critical thinking skills. The students applied their knowledge in practical ways during the teaching and learning process. Evaluating skill is one of the higher-order thinking abilities (HOTS) every individual should strive to master. Some research have indicated that this competence is under-evaluated. This study intends to elucidate the utilization of Performance-Based Assessment for evaluating students' skills in learning English. A qualitative research design was used to recruit an English teacher who met the study requirements and was teaching ninth-grade students at SMPN 2 Semarang. Information was collected through classroom observation, document analysis, and interviews. The study revealed that the teacher utilized probing questions in process-oriented assessment while applying performance-based assessment to evaluate students' skills in evaluating English acquisition. Challenging questions were asked during the learning activities to challenge students to think critically about their answers. The teacher led the pupils in a thorough discussion of the learning materials. The assessment questions were primarily open-ended WH questions designed to engage higher-order thinking skills

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