Experiences of using Authentic Assessment with English Language Young Learners

Aziz, Muhammad; Yusoff, Nooraini

doi:10.6007/ijarbss/v8-i9/4599

Cited by 6 publications

(6 citation statements)

References 8 publications

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“…Many of the studies on project-based learning and teaching English were related to the implementation, effect, effectiveness or perceptions (Kimsesiz et al, 2017;Widiyati & Pangesti, 2022;Puangpunsi, 2021;Poonpon, 2017). Some studies were also conducted on the assessment on project-based learning and TEYL (Aziz & Yusoff, 2018;Nitiasih et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Developing Instruments to Measure Project-Based Learning in the Course of Teaching English to Young Learners Program Development

Fatimah,

Soviyah

2024

Ahmad Dahlan J. English Studies

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Courses in TEYL (Teaching English to Young Learners) at the tertiary education level have been conducted in different universities including at the English Department of Universitas Ahmad Dahlan. One of the courses is TEYL Program Development (TEYL PD). It is to develop materials and/or program in TEYL. Since there’s not yet specific and detailed information regarding its assessment in the class of TEYL PD implementing project-based learning, this research aims to design instruments to measure the learning achievement in TEYL PD course. This research utilizes Research and Development (R&D) with ADDIE model. The development process encompasses five steps i.e. analyze, design, develop, implement, and evaluate. There are two rubrics resulted for the course to assess the students in doing the project on TEYL PD. The first is the rubric to assess group’s performance and the second is the one to measure individual performance related to the group project. The instrument for the group performance contains 7 aspects (stages of the project, data collection, target accomplishment, reporting, knowledge, attitudes, and skills). Individual performance was based on peer ranking on the aspects on the students’ contribution, collaboration, discipline and communication. At this preliminary study, implementing the instruments was conducted by the test of readability and content validity by an expert in English language teaching. Further, the evaluation was realized based on their feedback. Further research is in demand to investigate the use of the instruments in the classroom setting on TEYL PD course.

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Section: Discussionmentioning

confidence: 99%

Developing Instruments to Measure Project-Based Learning in the Course of Teaching English to Young Learners Program Development

Fatimah,

Soviyah

2024

Ahmad Dahlan J. English Studies

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“…Meskipun hal ini menjadi perhatian dalam penilaian autentik, banyak guru cenderung mengontrol pembelajaran di kelas dengan menyiapkan cetakan untuk apa yang akan dipelajari oleh siswa yang menyebabkan kurangnya berpikir kritis. (Aziz & Yusoff, 2018)…”

Section: Kajian Literatur Penilaian Autentikunclassified

Analisis Implementasi Penilaian Autentik Portofolio dalam Pembelajaran IPA

Suhelayanti¹

2023

Lentera

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This study aims to determine the implementation of authentic portfolio assessment in science learning. This research is descriptive qualitative. Methods used for data collection include observation, interviews, and documentation. Data reduction, data presentation, and data verification are theoretical techniques used in data analysis by Miles and Huberman. The results showed that the implementation of authentic portfolio assessment in science learning has gone well, this is in accordance with the authentic portfolio steps, if it is in accordance with the authentic portfolio steps, then the implementation of the authentic portfolio has gone well.

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“…Hence, it is found that pupils have a positive view toward the use of FA in their writing lesson. As stated by Aziz and Yusoff (2018), students believe self-assessment improves their English writing and volunteered to be in their 'teachers' assessments. Some Form 5 teachers view FA favourably because they recognise that the CEFR assimilation into the English curriculum and exams is a vital part of globalisation and must be done in the classroom (Nurul & Mohd, 2018).…”

Section: Formative Assessmentmentioning

confidence: 99%

Formative Assessment in Writing in CEFR-aligned Secondary Curriculum: Malaysian Teachers' Practices and Beliefs

Thiagarajan¹,

Tan²

2023

IJARPED

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The alignment of the CEFR framework in the Malaysian English curriculum has significantly changed Malaysian English classroom teaching and learning. The new curriculum shifted from emphasising centralised exams to measuring learning progress; hence, formative assessment was introduced. Previous research highlighted a substantial gap between secondary school teachers' understanding and actual formative assessment practises in the classroom. The research also found that writing was the most challenging language to teach and assess in the classroom. This paper seeks to find the practices of formative assessments in writing lessons and explore the teachers' beliefs of formative assessment in their writing lessons. This study involved seven secondary English teachers in Selangor chosen through convenience sampling. Two data collection methods were used: a semi-structured interview and classroom observation and the data were analysed using transcription and content analysis. Results showed a contradiction between teachers' practices and beliefs. The findings revealed that teachers did formative assessments in writing with the summative assessment as their primary target, and the teachers misperceived the formative assessment practices. It was also found that challenges like lack of time, class size, student language proficiency, work burden, and parents' expectations hinder the effective implementation of formative assessment. The study implies effective formative assessment benefits both teachers and students to teach and learn writing skill. Future research could explore students' perspectives of formative assessment in their writing lessons.

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Experiences of using Authentic Assessment with English Language Young Learners

Cited by 6 publications

References 8 publications

Developing Instruments to Measure Project-Based Learning in the Course of Teaching English to Young Learners Program Development

Developing Instruments to Measure Project-Based Learning in the Course of Teaching English to Young Learners Program Development

Analisis Implementasi Penilaian Autentik Portofolio dalam Pembelajaran IPA

Formative Assessment in Writing in CEFR-aligned Secondary Curriculum: Malaysian Teachers' Practices and Beliefs

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