Primary School Teachers' Usage and Perception of Online Formative Assessment Tools in Language Assessment

Remmi, Fedelis; Hashim, Harwati

doi:10.6007/ijarped/v10-i1/8846

Cited by 9 publications

(11 citation statements)

References 10 publications

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“…Such poor networks could result into loss of internet service and connectivity and eventual wiping out of answers students have already provided. This is in line with the findings of Mariam (2021) and Fedelis and Harwati (2021) that poor internet connectivity is perceived as a challenge to usage of online assessment of learning by teachers. Again, the finding showed that teachers perceive online assessment to be only suitable for closed questions with a limited range of possible answers.…”

Section: Discussionsupporting

confidence: 92%

“…They were equally of the opinion that adequate guidance was not provided; therefore, they preferred to avoid using online exams and quizzes.The findings of Mariam (2021) revealed that the teachers' perception of online assessment includes but are not limited to: lack of physical interaction, poor assessment of speaking and translation courses, high risk of cheating and plagiarism, technical difficulties, and problem of guarantying the integrity of online assessment. The findings of Fedelis and Harwati (2021) equally revealed that teachers perceive online assessment as difficult due to slow network transmission, lack of facilities, accessibility to reliable gadgets and time needed by teachers to apply online assessment tools. The challenge of network is further collaborated by Emmanuel (2020), who stated the teachers found it difficult to upload large notes.…”

Section: Introductionmentioning

confidence: 99%

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Secondary School Teachers’ Perceptions of the Challenges and Solutions to Online Assessment of Learning

Chinyere

2021

EJES

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The study determined secondary school teachers’ perceptions of the challenges and solutions to online assessment of learning. The study is a descriptive survey guided by two research questions and two null hypotheses tested at 0.05 level of significance. The instruments for data collection were Digital Literacy Test (DLT) and a structured questionnaire titled: Challenges and Solutions to Online Assessment of Learning (CASOAL). The reliability of DLT was determined using Kuder-Richardson formula 20 to be 0.81 and that of CASOAL was determined using Cronbach Alpha to be 0.72. The instrument was administered via telegram-x platform of secondary school teachers in Anambra state using Google forms. Data generated from the study were analysed using descriptive statistics and Anova. The findings revealed that secondary school teachers’ perceptions about the challenges and solutions to online assessment include among other things: poor internet connectivity in rural and remote areas, indication of poorer level of performance for students who struggle with technology; lack of certainty in terms of academic integrity and cheating; difficulty in scoring and correcting questions with open responses. It was recommended among others that school administrators should organise orientation for students and professional training for teachers on the use of online assessment. Article visualizations:<img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" />

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Secondary School Teachers’ Perceptions of the Challenges and Solutions to Online Assessment of Learning

Chinyere

2021

EJES

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“…Unfortunately, numerous instructors consider formative assessments as a tool to measure students’ learning, while missing out on its teaching potential. Testing and teaching can be one or the same which will be discussed further in this research (Remmi & Hashim, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill

et al. 2022

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As assessment plays an important role in the process of teaching and learning, this research explored the impacts of formative and summative assessments on academic motivation, attitude toward learning, test anxiety, and self-regulation skill of EFL students in Iran. To fulfill the objectives of this research, 72 Iranian EFL learners were chosen based on the convenience sampling method assigned to two experimental groups (summative group and formative group) and a control group. Then, the groups took the pre-tests of test anxiety, motivation, and self-regulation skill. Then, one experimental group was trained by following the rules of the formative assessment and the other experimental group was taught according to the summative assessment. The control group was instructed without using any preplanned assessment. After a 15-session treatment, the post-tests of the test anxiety, motivation, and self-regulation skill were administered to all groups to assess the impacts of the instruction on their language achievement. Lastly, a questionnaire of attitude was administered to both experimental groups to examine their attitudes towards the impacts of formative and summative assessment on their English learning improvement. The outcomes of one-way ANOVA and Bonferroni tests revealed that both summative and formative assessments were effective but the formative one was more effective on academic motivation, test anxiety, and self-regulation skill. The findings of one sample t-test indicated that the participants had positive attitudes towards summative and formative assessments. Based on the results, it can be concluded that formative assessment is an essential part of teaching that should be used in EFL instructional contexts. The implications of this study can help students to detect their own weaknesses and target areas that need more effort and work.

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“…The current study fills an important research gap: very few studies have been conducted on teachers' perceptions of online and offline assessment practices. It is essential to identify teachers' views on online formative assessments in order to find ways to make necessary and additional improvements (Remmi & Hashim, 2021). In the context of ESL and EFL tertiary-level classrooms, many studies have been conducted to understand teachers' assessment practices (Cheng et al, 2004;Cheng & Wang, 2007;Cumming, 2001).…”

Section: Literature Reviewmentioning

confidence: 99%

Online and Offline Assessment Methods in Higher Education: A Revisitation of EFL Teachers’ Perceptions and Practices

Alzubi¹,

Al-Mwzaiji²,

Nazim³

2022

jltr

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Assessment is a key component of the educational spectrum and engages teachers in evaluating students’ performance through various methods. During the Covid-19 pandemic, teachers employed various assessment methods through the online mode of teaching and learning; now, at the beginning of the end of the pandemic, teachers are back to practicing offline assessment methods. This study identifies English as a foreign language (EFL) teachers’ perceptions of online versus offline assessment methods in higher education. Furthermore, it targets the best skill-wise assessment methods and constraints that teachers can use when applying EFL assessment methods in both online and offline learning modes. To achieve the study objectives, a descriptive-diagnostic approach was applied; the data were collected from 61 EFL teachers through a questionnaire and semi-structured interviews. The findings show that EFL teachers perceive assessment methods in the online mode of learning as being of a medium level of utility, whereas they perceive assessments in the offline mode of learning as being highly useful. Furthermore, statistically significant differences were found between the EFL teachers’ perceptions of the utility of assessment methods in offline and online modes of learning: the teachers perceived assessments as being significantly more useful in the offline mode of learning. It was also found that the greatest constraints of EFL assessment methods in an online learning mode are issues of cheating and impersonation, insufficient exposure to information technology, and lack of awareness of assistive evaluation tools. In the offline learning mode, the greatest constraints of EFL assessment methods are a lack of awareness of assessment methods and classroom management. In light of these new findings, a set of recommendations is suggested for further research.

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Primary School Teachers' Usage and Perception of Online Formative Assessment Tools in Language Assessment

Cited by 9 publications

References 10 publications

Secondary School Teachers’ Perceptions of the Challenges and Solutions to Online Assessment of Learning

Secondary School Teachers’ Perceptions of the Challenges and Solutions to Online Assessment of Learning

Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill

Online and Offline Assessment Methods in Higher Education: A Revisitation of EFL Teachers’ Perceptions and Practices

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