Exploring teacher agency through English language school-based assessment: A case study in an Indonesian primary school

Student-Teachers’ Perspectives About Innovation in English Language Teaching (Elt) for Online Learning

“…So that with the application of this home learning model, students do not feel bored in participating in online learning class. This can also be an example for pre-service teachers (prospective teachers) to understand the context and problems of offline learning to be online, the ability to analyze this learning context will play a very important role in innovation; determination, approach to learning methods and strategies that are relevant to the context of students, classrooms and schools (Farmasari, 2020;Yan et al 2018). In addition, one's perspective on a context and problem can reflect strategic plans and solutions or projections to overcome problems that arise (Priestley et al, 2015).…”

From an international English language assessment framework to a teacher-based assessment: A study of primary English teachers’ agentive perspectives and projections

“…20 of 2003 -was intended to inform and ultimately improve the education quality in Indonesia (Kustulasari, 2009;Sundusiyah, 2011) by integrating internationally certified education standard along with the National Education Curriculum (NEC). The abolition of ISS system created confusion at the micro-level in terms of adjustments that need to be taken to maintain the international standard teaching and assessment (Damarjati, 2013), especially for English subject as an ISS image (Farmasari, 2020). The confusions brought by the absence of further guidelines for teaching was aggravated when English is excluded from the 2013 primary school NEC, resulting in the absence of an assessment framework for English.…”

“…Considering ISS which used to implement internationally certified assessment for the final year students and the formative assessment was also projected as a preparation for the final international assessment, English teachers would have taken into account these previous assessment experiences into their current TBA practices (Buchanan, 2015). In another vein, the English teaching inputs that ISS students previously received were socially, culturally, pedagogically and linguistically richer than those in the NEC (Farmasari, 2020;Mahyuni et al, 2010), there need to be substantial adjustments for the assessment system. Given this problematic situation, English teachers are required to exercise their capacity to respond to the problems by taking into account the school's specific contexts and of the students (Biesta & Tedder, 2007;Emirbayer & Mische, 1998;Priestley et al, 2015).…”