Formative Assessment in Efl Classroom Practices

Widiastuti, Ida Ayu Made Sri; Saukah, Ali

doi:10.17977/um015v45i12017p050

Cited by 36 publications

(47 citation statements)

References 9 publications

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“…Past studies varied with different aims, methods, results, and they "indicated the importance of FA to improve the quality of the teaching and learning process in the classroom" Widiastuti & Saukah (2017). Some studies focused on the reasons for not conducting FA in EFL classrooms as in Tan (2004); Dunphy (2010); Bennet (2011); Heitink et al (2015).…”

Section: Previous Studiesmentioning

confidence: 99%

Challenges of Implementing Formative Assessment

Al-Mofti

2020

KOYA UNIV J HUM SOC SCI

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Formative assessment (FA) is an essential element of EFL classrooms. It allows instructors to amend, adjust, and monitor the process of teaching to reach their desired goals. However, this form of assessment is often overlooked in Iraqi EFL classrooms. As such, this study aims to investigate the challenges of implementing the FA strategies by Iraqi EFL university instructors and their attitudes to improve its use effectively in teaching. The data for this study were gathered through the observation of six EFL classes and semi-structured interviews conducted with three EFL instructors from three different Iraqi universities. The results revealed that there are many challenges for FA strategies implementation. Some of them were related to the EFL instructors’ insufficient knowledge to conduct FA strategies effectively and also their inability to create assessment criteria for their tasks and activities. Moreover, the time-consuming nature of the FA strategies and time limit of the class sessions makes it impossible for the instructors to integrate these strategies into their teaching. Furthermore, the instructors also reported that their students do not have enough knowledge of FA strategies, and cannot be involved in their implementation. Finally, the study recommends that training is needed for the Iraqi EFL instructors especially those with less experience on how to integrate and use FA strategies in the classroom.

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Section: Previous Studiesmentioning

confidence: 99%

Challenges of Implementing Formative Assessment

Al-Mofti

2020

KOYA UNIV J HUM SOC SCI

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“…It has been challenging to determine whether the use of formative assessments really improve learning or if they are simply used as grading tools. Therefore, Widiastuti and Saukah (2017) have conducted qualitative research to analyze teachers' understanding of formative assessments and how they influenced the follow-up actions in response to students' learning problems. The researchers included three junior high school teachers and three junior high school students in their study.…”

Section: Unveiling Teacher Understanding Of Formative Assessmentsmentioning

confidence: 99%

“…Furthermore, the research findings and analysis of Foster and Poppers (2009), Kuzel and Shumba (2011), as well as, Widiastuti and Saukah (2017) explain that when teachers do not have a clear understanding of formative assessment practices, it is difficult for them to design and provide useful follow-up activities to enhance EFL students' learning. Therefore, as Saito's and Inoi's (2017) highlights it is relevant to know about formative assessments' methods and purposes, as well as, how to provide feedback to the learners before implementing them in class.…”

Section: Conclusion Encouraging and Challenging Findingsmentioning

confidence: 99%

Seeing Formative Assessments from a Broad Perspective

Gallardo¹

2020

The Nebraska Educator

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Despite the fact that many experts in the assessment field have advocated for the use of formative assessments, little attention has been paid to their thorough elaboration and application in Ecuadorian English as Foreign Language (EFL) classrooms. Some teachers have overlooked the validity of formative assessment as tools to inform instruction and language learning growth, so its application has generated a big debate. Therefore, this paper presents a literature review of perceptions and experiences of diverse scholars and practitioners who have analyzed the validity of formative assessments and conducted studies in EFL classrooms. It starts by providing information related to the characteristics and purposes of formative assessments. It also describes their application and impact on teaching and learning. It highlights how formative assessments can invite students to take learning ownership and provide immediate feedback to improve language development. Subsequently, it shows the advantages and challenges of formative assessments, which include peer reviews, peer assessments, self-assessments, and portfolios. Additionally, it points out the effects of formative assessments to check students' language proficiency growth and teacher awareness. Finally, it discusses a summary of encouraging and challenging literature review findings, future research questions, and a call for action. This literature review invites EFL teachers to see formative assessments from a broad perspective increase their awareness and reflect on their further applicability.

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“…Ayuanita (2013) explains that formal assessment is designed in deliberately using the conventional feedback, conducted in a certain time frame, prepared for (and some feared) by the students, and characterized by offering specific scoring or grading formats. The use of formal assessment is merely used to make a judgment for the students' ability and to generate the students' improvement to reach the highest standard (Widiastuti & Saukah, 2017). In the current condition, the use of formal assessment needs to be improved, therefore the teacher must develop the assessment in a more stylish design.…”

Section: Introductionmentioning

confidence: 99%

The Use of Informal Assessment in Evaluating Students’ Speaking Ability: Students’ and Teachers’ Voices

Himawan

Purwati

2020

RILL

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In this era, English becomes an important subject to be learned in senior high school. In the case of English Language Learning, the curriculum design (K13) required the students to have critical thinking and active learning that should be master both written and spoken. Unfortunately, there are major problems faced by the students such as less confidence and low motivation in speaking. Thus, this research is conducted under a phenomenological study at SMA Muhammadiyah 2 Yogyakarta. There are two teachers and ten students who participate in the study. The Semi-structured interview had been conducted to obtain some information related to the studentsâ€™ and teachersâ€™ perceptions toward the use of informal assessment in assessing speaking. The result presents that the use of informal assessment is useful to improve the studentsâ€™ interest to perform speaking and enhance the studentsâ€™ confidence and motivation to perform the speaking test. Hence this research has some implications for other researches to develop a further discussion about the use of informal assessment in other language skills.

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Formative Assessment in Efl Classroom Practices

Cited by 36 publications

References 9 publications

Challenges of Implementing Formative Assessment

Challenges of Implementing Formative Assessment

Seeing Formative Assessments from a Broad Perspective

The Use of Informal Assessment in Evaluating Students’ Speaking Ability: Students’ and Teachers’ Voices

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