Performance-Based Assessment as a Current Trend in Elt: Investigating Its Washback Effects on Secondary-School Students Learning

Sumardi, Sumardi

doi:10.23917/kls.v2i1.5347

Cited by 13 publications

(12 citation statements)

References 11 publications

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“…Concerning this result, it appears to support the findings of previous studies Chinda [7] and Sumardi [4] stated that performance based assessments could give positive contribution on students' learning in ELT classroom but it requires teachers to give a great deal of time to provide detailed feedback for each student performance.…”

Section: A Efl Teachers' Beliefs On Performance-based Assessmentsupporting

confidence: 89%

“…Moreover, some scholars argue that assessments should be reformed from only traditional testing which is mostly in the format of paper and pen tests such as multiple-choice, true false and matching type tests to more authentic and realistic assessment approach which can represent students' ability and facilitate possible improvement by providing sufficient feedback for students [3][4][5]. They claimed that assessment should not only focus on teacher-led recitation, where students working alone and expected to remember and reproduce a wide range of specific facts [6].…”

Section: Introductionmentioning

confidence: 99%

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

Latipah¹,

Purnawarman²

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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In implementing Performance-Based Assessment (PBA), teachers should have sufficient knowledge and skills to avoid potential bias of scoring which can lead to less objective and unreliable results of assessment. Yet, how teachers conduct and administer this method of assessment might be conditional in the real implementation. Hence, this study aims to find out the EFL teachers' beliefs and experiences in implementing PBA as well as their perception towards the concept of how to plan and execute effective PBA. To investigate the issue, this study used qualitative research method specifically case study research design which employed questionnaires, in-depth interviews and classroom observations to collect the data. Twenty secondaryschool teachers responded to the questionnaires, three teachers were selected into interviews and classroom observations were conducted in two secondary schools in Bandung and Cimahi. The results revealed that teachers believe PBA has positive impact on students because it can create valuable learning experience, represent the students' speaking ability, and contribute to the betterment of students' speaking skills. In the implementation, some teachers were able to design scaling criteria and assess students' performance based on the criteria. However, they pointed out that the criteria are inadequate to diminish subjectivity particularly toward students' group performance. They also still encountered difficulties in managing individual feedback for students.

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Section: A Efl Teachers' Beliefs On Performance-based Assessmentsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

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

Latipah¹,

Purnawarman²

2019

Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018)

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“…It depends on the experience that each student gained during their performance, oral presentation, and group works. The same finding was also presented by Sumardi (2017). He tried to investigate the trend of using performance-based assessment in his twelfth-grade classroom of secondary level.…”

Section: Introductionsupporting

confidence: 59%

Performance-Based Assessment in the English Learning Process: Washback and Barriers

Salma

Prastikawati

2021

geej

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In the context of assessment, performance-based assessment is one of the authentic assessments to be applied in the English classroom as the completion of the newest curriculum demands. Thus, teachers are suggested to implement this assessment in the English teaching and learning process. Concerning that fact, this current study aims at investigating the washback of the use of performance-based assessment in the English class and the barriers faced by the teachers in implementing performance-based assessment in the English learning process. This study applied a qualitative research design. Using purposive sampling, there were two teachers and 72 students who participated in this study. An open-ended questionnaire and semi-structured interview were carried out in collecting the data. The result showed that performance-based assessment affected positively to the teachers. They could identify the students’ real competence, improve their teaching quality, and assess students objectively. Further, it gives positive effects for the EFL learners in matters such as learning enthusiasm and self-confidence, boredom reduction, and skill improvement. In conclusion, the use of performance-based assessment is good at improving some teaching aspects both on teachers and students. This findings prove the importance of performance-based assessment to bost the teaching and learning quality.

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“…Meanwhile, traditional standardized tests may not bring these positive washback effects since students only choose several options provided in the tests. Significantly, authentic assessment is different from traditional standardized test in terms of the washback effects resulted in EFL classes which can be seen from students' learning motivation, for instance (Sumardi, 2017).…”

Section: Authentic Assessment Leads To Positive Washbackmentioning

confidence: 96%

Facilitating Positive Washback through Authentic Assessment in EFL Assessment

Atmojo¹

2021

acit.j.teach.educ.

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Washback has become a main concern for researchers in the field of language testing proven by numerous studies which have been done. The degree, nature, and scope of washback depend on the kinds of tests employed and the contexts where the tests are administered. This present article is aimed at discussing how authentic assessment brings positive washback in EFL assessment. It is only a literature review, not an empirical research article. This article limits and focuses the discussion on the washback at micro level which means the test effects on teaching and learning at classroom level. It addresses how authentic assessment leads to positive washback in EFL assessment. It also discusses how each form of authentic assessment can uniquely generates positive washback in EFL assessment. In conclusion, authentic assessment brings positive washback in EFL classes. It links classroom instructions to students’ real-world experiences. It is suggested for EFL teachers to be literate of how to facilitate positive washback in EFL assessment and how to employ authentic assessment in assessment practices. Some kinds of further researches are also encouraged.

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Performance-Based Assessment as a Current Trend in Elt: Investigating Its Washback Effects on Secondary-School Students Learning

Abstract: Assessment is an integral part of an English teachers' instruction since it

Cited by 13 publications

References 11 publications

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

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

Performance-Based Assessment in the English Learning Process: Washback and Barriers

Facilitating Positive Washback through Authentic Assessment in EFL Assessment

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