Formative Assessment in Language Evaluation Class
(1) Universitas Islam Negeri Maulana Malik Ibrahim Malang
(2) Universitas Islam Negeri Maulana Malik Ibrahim Malang
(*) Corresponding Author
Abstract
This study is intended to analyze variations of formative assessment strategies applied in Language Evaluation class. The class was taught by an English native speaker. A descriptive qualitative method was employed in the study in which interviews and classroom observations were conducted to collect the data. In addition, syllabus and materials used for the class were also used as the supporting instruments in the study. The findings set out that various kinds of formative assessment used in the respective class. They were oral question, choral questioning, a quiz, Think-Pair-Share, Think-Pair-Write-Share, pair work and group work. The delivery of each assessment technique are differed in each lesson, but are always preceded with questions before a specific technique used. The study advocates that formative assessment in higher education is highly suggested, yet real challenges lie for lecturers to apply.
Keywords
Full Text:
PDFReferences
Aguilar, S., & Aguilar, E. (2017). Promoting effective assessment for learning methods to increase student motivation in schools in India. The Research in Higher Education Journal, 31.
Andrade, H., & Cizek, J. (Eds.). (2010). Handbook of Formative Assessment. Routledge.
Bachman, F., & Palmer, S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford University Press.
Baleni, G. (2015). Online formative assessment in higher education: its pros and cons. Electronic Journal of e-Learning, 13(4), 228-236.
Bogdan, C., & Biklen, K. (1982). Qualitative Research for Education: An Introduction to Theory and Methods. Boston: Allyn & Bacon.
Chaqmaqchee, A. (2015). Student’s perspective on formative assessment: quizzes and discussion as ongoing process in higher education. American Scientific Research Journal for Engineering, Technology and Sciences, 13(1), 160-177.
Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory into Practice, 55(2), 153-159.
Fisher, D., & Frey, N. (2014). Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandia, VA: ASCD.
Fraenkel, R., & Wallen. (1993). How To design and evaluate research in education (2nd e.d.). Singapore: McGraw-Hill Book Inc.
Ghaicha, A. (2016). Theoretical Framework for Educational Assessment: A Synoptic Review. Journal of Education and Practice, 7(24), 212-231.
Gultom, E. (2016). Assessment and evaluation in EFL teaching and learning. Proceedings of ISELT FBS Universitas Negeri Padang, 4(1), 190-198.
Ismail, I., & Tini, T. (2020). The effect of formative assessment on students’ grades in learning English. Maspul Journal of English Studies, 2(1), 20-30.
Jimaa, S. (2011). The impact of assessment on students learning. Procedia-Social and Behavioral Sciences, 28, 718-721.
Krathwohl, R., & Anderson, W. (2009). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Latief, M.A. (2010). Tanya Jawab Metode Penelitian Pembelajaran Bahasa. Malang: UM Press.
Lowman, J. (1995). Mastering The Techniques of Teaching (2nd e.d.). San Francisco: Jossey-Bass.
Mahendra, I., et. al. (2020). Teachers’ formative assessment: accessing students’ high order thinking skills (HOTS). International Journal of Innovation, Creativity and Change, 12 (12), 180-202.
Nagro, S. A., et. al. (2018). Whole-group response strategies to promote student engagement in inclusive classrooms. Teaching Exceptional Children, 50(4), 243-249.
Panesar-Aguilar, S., & Aguilar, E. (2016). Promoting effective assessment for learning methods to increase student motivation in schools in India. The Research in Higher Education Journal, 28, 1 -16
Regier, N. (2012). Book two: 60 formative assessment strategies. Regier Educational Resources. Retrieved from https://portal.gssd.ca/public/mr3xg4k4nrxxq5dvfz4hq5lomq/Lists/SharedDocuments/Assessment/Formative%20Assessment%20Ideas-Natalie%20Regier.pdf
Scouller, K. (2000). The Influence of Assessment on Student Learning. A paper presented at the AARE Annual Conference. Sydney.
Stassen, M., Doherty, K., & Poe, M. (2001). Program-Based Review and Assessment: Tools and Techniques for Program Improvement. University of Massachusetts, Amherst.
Stull, J., et. al. (2011). The many faces of formative assessment. International Journal of Teaching and Learning in Higher Education, 23(1), 30-39.
Tsagari, D., et. al. (2018). Handbook of assessment for language teachers. Retrieved from: http://taleproject.eu/. ISBN 978-9925-7399-1-2 (digital).
Twyman, S. (2018). Enhancing motivation through active student response. A Paper Presented at Conversation with Innovators. Center on Innovations in Learning, Temple University.
Widiastuti, I. A. M. S., et. al. (2020). Dissonances between teachers’ beliefs and practices of formative assessment in EFL classes. International Journal of Instruction, 13(1), 71-84.
Zacharis, N. Z. (2010). Innovative assessment for learning enhancement: Issues and practices. Contemporary Issues in Education Research (CIER), 3(1), 61-70.
DOI: http://dx.doi.org/10.30998/scope.v5i1.6535
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Basori .
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License