The Effect of Classroom Performance Assessment on EFL Students' Basic and Inferential Reading

El-Koumy, Abdel Salam A.

doi:10.2139/ssrn.2364813

Cited by 5 publications

(5 citation statements)

References 65 publications

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“…Some other studies focused on one technique of AA. For instance, self-assessment (e.g., Alibakhshi & Shahrakipour, 2014;Ghaslani, 2015;Honsa, 2013;Meihami & Varmaghani, 2013;Moheidat & Baniabdelrahman, 2011;Moqbel, 2018;Purwanti, 2015); peer assessment (e.g., Azarnoosh, 2013;Peng, 2009); portfolio assessment (e.g., Charvade, Jahandar, & Khodabandehlou, 2012;Shokraie & Tabrizi, 2016;Tavakoli & Amirian, 2012); performancebased assessment (e.g., El-Koumy, 2009;Yildirim & Orsdemir, 2013); conferencing assessment (e.g., Baleghizadeh & Zarghami, 2012). Some others focused on two techniques of AA, such as selfassessment and peer assessment (e.g., Birjandi & Tamjid, 2012) or portfolios and conferencing (e.g., Moradan & Hedayati, 2011).…”

Section: Methods Of Alternative Assessmentmentioning

confidence: 99%

Alternative Assessment in English Departments at Yemeni Universities: Attitudes and Practices of Faculty Members

Moqbel¹,

Al-Kadi²

2020

hesj

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The study aimed to uncover faculty members’ attitudes towards alternative assessment (AA) and substantiate the differences in their attitudes, if any, based on five variables: university, gender, specialization, experience, and academic rank. It also elucidates the extent this cohort of informants adopts AA in their teaching and ascertains the differences in their uses according to the same variables. The study involved collecting data, through a questionnaire, from a sample of (66) lecturers and professors of different ranks who teach EFL at the collegiate level in Yemen. The study took place in two public universities along with a private one. The results of descriptive statistics and inferential tests (t-test, Pearson correlation, ANOVA) revealed that the respondents were positive towards AA but this was hardly reflected in their teaching. Significant differences in their attitudes towards AA were attributable to gender but not to university, specialization, magnitude of experience, or academic rank. In terms of usage, significant differences pertained to the variable of university and not to gender, specialization, experience, or academic rank. The findings rationalized incorporating AAs in EFL programs to enhance seeding new models of assessment that results in efficient learning and teaching.

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Section: Methods Of Alternative Assessmentmentioning

confidence: 99%

Alternative Assessment in English Departments at Yemeni Universities: Attitudes and Practices of Faculty Members

Moqbel¹,

Al-Kadi²

2020

hesj

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“…In addition, as part of the preparation for pre-teaching, the teacher engages students to comprehend the audio or text provided, following which the teacher offers training for them to practice their understanding of the material. Richards, (1985), (Salam & Khalek El-Koumy, 2009), (Magfirah et al, 2023) asserts that the fundamental components of a lesson plan include a warm-up or review, introduction to a new lesson, presentation of new information, practice and application of the new language or information, and evaluation to assess the students' grasp of the lesson. This structured approach ensures that students are actively involved in the learning process and have opportunities to both learn and apply new skills or knowledge.…”

Section: To What Extent Do the Teachers Implement Listening Strategiesmentioning

confidence: 99%

The Teachers’ Effective English Listening Comprehension Strategies for Senior High School Students

Rahayu

2024

JONED

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The purpose of this study was to find out how teachers at MA Ma'arif Jogorogo applied strategies to teach aspects of listening. The teachers were selected through purposive sampling, which involved the selection of samples based on specific criteria. Based on the purposive sampling method, two teachers were selected as research samples. A qualitative descriptive research approach was used to examine three aspects of teachers' strategies: their interpretation of teaching strategies, their actual teaching methods, and their assessment of students' listening comprehension. Data collection involved semi-structured interviews to gain in-depth insights from the respondents. Data analysis used interactive analysis models from Miles and Huberman. The research revealed that teachers' interpretations of strategies were closely interrelated with other skills, impacting learning outcomes significantly. Additionally, the use of different strategies facilitated students to more easily understand the material discussed. Furthermore, the use of different strategies could lead to varying results. Moreover, the use of audio-visual media allowed students to directly hear the sound and focus on the content in question, followed by group discussions and quizzes that encouraged direct and spontaneous student responses. Finally, teachers assessed students' work through various exercises, such as summarizing the material, identifying main ideas, making presentations, and engaging in question and answer sessions. _________________________________________________________________________________________ Tujuan dari penelitian ini adalah untuk mengetahui bagaimana guru di MA Ma'arif Jogorogo menerapkan strategi untuk mengajar aspek mendengarkan. Para guru dipilih melalui cara purposive sampling, yaitu pemilihan sampel dengan kriteria-kriteria yang telah disebutkan. Berdasarkan metode purposive sampling tersebut didapatkan dua orang guru sebagai sampel penelitian. Pendekatan penelitian deskriptif kualitatif digunakan untuk menguji tiga aspek strategi guru: interpretasi mereka terhadap strategi pengajaran, metode pengajaran mereka yang sebenarnya, dan penilaian mereka terhadap pemahaman mendengarkan siswa. Pengumpulan data melibatkan wawancara semi-terstruktur untuk mendapatkan wawasan mendalam dari para responden. Analisis data menggunakan model analisis interaktif dari Miles and Huberman. Penelitian ini mengungkapkan bahwa interpretasi guru terhadap strategi saling terkait erat dengan keterampilan lain, berdampak pada hasil pembelajaran secara signifikan. Selain itu, penggunaan strategi yangnberbeda juga memfasilitasi para siswa agar lebih mudah dalam memahami materi yang didiskusikan. Selain itu, penggunaan strategi yang berbeda dapat menyebabkan hasil yang bervariasi. Selanjutnya, penggunaan media audio visual memungkinkan siswa untuk langsung mendengar suara dan fokus pada konten yang dimaksud, diikuti dengan diskusi kelompok dan kuis yang mendorong tanggapan siswa secara langsung dan spontan. Akhirnya, guru menilai pekerjaan siswa melalui berbagai latihan, seperti meringkas materi, mengidentifikasi ide-ide utama, melakukan presentasi, dan terlibat dalam sesi tanya jawab

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“…The relevant literature includes a lot of studies that highlighted the positive attitudes of teachers (e.g., Alkharusi, Aldhafri, Alnabhani, & Alkalbani, 2012;Chan, 2008;Ghaicha & Omarkaly, 2018;Gonzales & Aliponga, 2012) or students (e.g., Azarnoosh, 2013;Cornelius & Kinghorn, 2014;Elezovic, 2011;Moqbel, 2018) towards AA. Nonetheless, AA has its own opponents who expressed their reservation about the validity, reliability, and objectivity of AA methods (El-Koumy, 2009;Huerta-Macías, 2002). The proponents of AA, in contrast, stated that AA is valid in terms of consequences, authenticity, cognitive complexity, significance, and efficiency and that reliability can be achieved through using a variety of assessment methods to collect data about student learning; appropriate rubrics for scoring; and more than a single observer, interviewer or reader (El-Koumy, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Nonetheless, AA has its own opponents who expressed their reservation about the validity, reliability, and objectivity of AA methods (El-Koumy, 2009;Huerta-Macías, 2002). The proponents of AA, in contrast, stated that AA is valid in terms of consequences, authenticity, cognitive complexity, significance, and efficiency and that reliability can be achieved through using a variety of assessment methods to collect data about student learning; appropriate rubrics for scoring; and more than a single observer, interviewer or reader (El-Koumy, 2009).…”

Section: Introductionmentioning

confidence: 99%

Using Alternative Assessment to Assess Undergraduate EFL Students at Yemeni Universities: Challenges from the Perspectives of Faculty

Moqbel

2020

ELS-JISH

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The present study aimed at investigating alternative assessment (AA) within the Yemeni university EFL classrooms in terms of identifying the challenges of using AA to assess undergraduate EFL students from the perspectives of the faculty. Data were collected, through a questionnaire, from (66) lecturers and professors of different ranks who teach EFL at the collegiate level in two Yemeni public universities and one national university. The results of the study indicated that faculty members of English departments at Yemeni universities face some challenges of using AA to assess undergraduate EFL students. These challenges belong to various factors, including the instructional environment, the students, the management of Yemeni universities, the faculty members, or the nature of AA. Statistically significant differences were found in the mean scores according to years of experience variable between respondents with less than 5 years and those with 5-10 years of experience in favor of those with less than 5 years of experience, but not according to the type of university, gender, and specialization variables. Accordingly, some recommendations were given to address the identified challenges, which might lead to a better implementation of AA in Yemeni university EFL classrooms.

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The Effect of Classroom Performance Assessment on EFL Students' Basic and Inferential Reading

Cited by 5 publications

References 65 publications

Alternative Assessment in English Departments at Yemeni Universities: Attitudes and Practices of Faculty Members

Alternative Assessment in English Departments at Yemeni Universities: Attitudes and Practices of Faculty Members

The Teachers’ Effective English Listening Comprehension Strategies for Senior High School Students

Using Alternative Assessment to Assess Undergraduate EFL Students at Yemeni Universities: Challenges from the Perspectives of Faculty

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