scholarly journals Pre-service EFL teachers’ perception on technology-based formative assessment in their teaching practicum

2021 ◽  
Vol 10 (2) ◽  
pp. 163-171
Author(s):  
Entika Fani Prastikawati
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Formative Assessments ◽  
Assessment Process ◽  
Teaching Practicum ◽  
Face To Face ◽  
Integration Of Technology ◽  
Efl Teachers ◽  
Online Assessments

The spread of the pandemic COVID-19 has made many changes in educational policy such as the assessment in English teaching and learning process. The process and procedures in the assessment need to be adjusted from face-to-face assessment into blended and online assessments. Not only English teachers, pre-service EFL teachers are also required to be ready and adapt to the changes quickly. To adapt it, the integration of technology in the assessment process has been examined. However, the involvement of technology in the area of formative assessment remains underexplored, particularly in the teaching practicum conducted by pre service EFL teachers. The present study is trying to fill the gaps by investigating pre-service EFL teachers’ perception on technology-based formative assessment which is implemented in their teaching practicum. A total of 57 pre-service EFL teachers completed a Likertscale questionnaire. After fulfilling the questionnaires, there were 19 pre-service EFL teachers who agreed and volunteered to be in a semi-structured interview. The findings show that the involvement of technology in formative assessment is perceived positively by pre-service EFL teachers in their teaching practicum during the pandemic COVID-19. They confess that technology has played its practical role in helping them assess their students. Further, the implementation of technology-based formative assessments promotes the students’ performance.

scholarly journals English Teachers’ Conceptions of Formative Assessment in Online Teaching

2021 ◽  
Vol 16 (1) ◽  
pp. 177-186
Author(s):  
Wanda Lisyowati ◽  
Wiyaka Wiyaka ◽  
Entika Fani Prastikawati
Keyword(s):  
Formative Assessment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
English Teachers ◽  
Structured Interview ◽  
Educational Background ◽  
Formative Assessments ◽  
Online Classroom ◽  
Online Teaching And Learning

Formative assessment is one type of assessment that is commonly implemented in teaching and learning. However, to carry out a formative assessment, teachers need to adjust the conceptions of formative assessment in the online teaching and learning environment. This descriptive qualitative study aimed to determine the English teacher's conceptions of formative assessment in online teaching and learning. To gather the data, the writers used a closed-questionnaire and semi- structured interview. Furthermore, two English teachers participated as the sample of this study. These two English teachers were selected based on several predetermined conditions; teaching experience and educational background. The result of this study shows that both English teachers have a good conception of formative assessment in online teaching. They consider that the application of formative assessments in the online classroom is easy and does not need complicated requirements in its implementation. In addition, formative assessment can help English teachers monitor the progress of their students so that they can prepare better future lesson plans according to the conditions of their students in the online teaching and learning process.

scholarly journals An Investigation of the Perceptions and Experiences of the EFL Teachers and Learners About the Effectiveness of Blended Learning at Taif University

2019 ◽  
Vol 10 (1) ◽  
pp. 329
Author(s):  
Fahmeeda Gulnaz ◽  
Amani Dakheel Allah Althomali ◽  
Daliyah Hesham Alzeer
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
Quantitative Methods ◽  
Structured Interview ◽  
Target Language ◽  
Discussion Forums ◽  
Face To Face ◽  
Qualitative And Quantitative Methods ◽  
Efl Teachers ◽  
Negative Perceptions

The traditional face-to-face teaching, despite being constantly criticized by the methodologists and ever-emerging modern approaches, has never lost its scope in the (EFL) English as a Foreign Language context. Researchers and pedagogues, in order to get the both ends meet, have converged traditional face-to-face instructions and online activities into the concept of blended learning. By establishing on previous works and contexts, the present study aims at investigating Taif University’s EFL teachers and learners’ positive and negative perceptions and experiences towards the effectiveness of online (CLMS) Cambridge Learning Management System and on-site learning environments. The work utilized triangulation in the use of research methods, i.e., both qualitative and quantitative methods overlap each other: (i) structured interview of experienced EFL (4 male and 4 female) teachers of Taif University, with maximum open ended questions, exhibit qualitative dimensions of the study; (ii) an opinionnaire developed with closed ended questions by employing Likert’s five point scale to collect the data from 100 male and 100 female EFL learners of Taif University, represents quantitative perspective of the work. The opinionnaire includes 22 items and has been developed to measure the four subscales; learners’ beliefs and attitudes, promising strands that help develop learners’ confidence and language coupled with the perils that impede their creativity and motivation to learn. The findings of the study indicate that the level of strengths of blended learning is higher than its limitations. Learners found themselves satisfied being more exposed to the target language through vivid images, videos, audios, reading texts, chatting and discussion forums and acknowledged that (BLE) blended learning environment enhanced their language proficiency.

Technology-Assisted Formative Assessment

2015 ◽  
pp. 380-398 ◽  
Author(s):  
Karen E. Irving
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Formative Feedback ◽  
First Century ◽  
Assessment Process ◽  
Just In Time ◽  
Assessment Practices ◽  
Present Information ◽  
Electronic Technologies ◽  
Share Information

Reliable just-in-time assessments are the foundation of informed teaching and learning. Modern electronic technologies assist in the formative assessment process by supporting classroom environments that allow students and teachers to assess learning and providing mechanisms to present information about student learning during instructional sequences. To implement formative assessment practices, students and teachers benefit from rich educational tasks that invite students to share information about their understanding of the lesson while the lesson is occurring in order to nurture productive learning by both teacher and student. Formative feedback is facilitated by technologies such as connected classrooms, videography, online formative quizzes, and manuscript multi-draft editing. Technology-assisted formative assessment represents a powerful option to promote improved classroom communications that support formative assessment practices for teachers in twenty-first century classrooms.

scholarly journals High-Quality Learning Environments for Engineering Design: Using Tablet PCs and Guidelines from Research on How People Learn

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Enrique Palou ◽  
Lourdes Gazca ◽  
Juan Antonio Díaz García ◽  
José Andrés Rojas Lobato ◽  
Luis Geraldo Guerrero Ojeda ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Engineering Design ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Student Thinking ◽  
Formative Assessments ◽  
Tablet Pcs ◽  
Interactive Classroom ◽  
How People Learn ◽  
Quality Learning

A team of several faculty members and graduate students at Universidad de las Amricas Puebla is improving engineering design teaching and learning by creating richer learning environments that promote an interactive classroom while integrating formative assessment into classroom practices by means of Tablet PCs and associated technologies. Learning environments that are knowledge-, learner-, community-, and assessment-centered as highlighted by the How People Learn framework, have been developed. To date, the redesign of the undergraduate course entitled Introduction to Engineering Design has signicantly (p<0.05) increased student participation; formative assessment and feedback are more common and rapid; and instructors are utilizing the information gained through real-time formative assessments to tailor instruction to meet student needs. Particularly important have been opportunities to make student thinking visible and to give them chances to revise, as well as opportunities for "what if" thinking.

scholarly journals Teachers’ Reflective Practice and Challenges in an Indonesian EFL Secondary School Classroom

2020 ◽  
Vol 4 (2) ◽  
pp. 289
Author(s):  
La Sunra - La Sunra ◽  
Haryanto Haryanto ◽  
Sahril Nur
Keyword(s):  
Reflective Practice ◽  
Junior High School ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Structured Interview ◽  
Effective Teacher ◽  
Junior High School Teachers ◽  
Inadequate Knowledge ◽  
Efl Teachers

This study investigated the EFL teachers’ perception and practices of reflection in teaching. The study was conducted through qualitative method by purposive sampling technique. The data were collected through semi-structured interview, and documentation from seven EFL Junior High School teachers in Makassar. The results of the study showed that the EFL teachers perceived reflective practice mainly as an evaluative process to their teaching experience. They all believed that reflective practice was one of the effective teacher characteristics and useful for increasing the quality of teaching and learning. Their reflections were mostly at descriptive and dialogic level. Inadequate knowledge and workload were identified by the EFL teachers as the challenges to reflection.

scholarly journals THE POTENTIAL OF BIOCHEMISTRY EDUCATION APPS IN THE FORMATIVE ASSESSMENT

2015 ◽  
Vol 13 ◽  
pp. 27
Author(s):  
M. L. Oliveira ◽  
T. Silva ◽  
J. C.V. Garzón ◽  
E. Galembeck
Keyword(s):  
Formative Assessment ◽  
Metabolic Pathways ◽  
Teaching And Learning ◽  
Educational Software ◽  
Relevant Information ◽  
Assessment Tools ◽  
Assessment Process ◽  
Assessment Data ◽  
Effective Feedback ◽  
Process Material

Introduction and objectives: Apps can be designed to provide usage data, and most of them do. These data are usually used to map users interests and to deliver more effective ads that are more likely to result in clicks, and sales. We have applied some of these metrics to understand how can it be used to map students’ behavior and to promote a formative assessment using educational software. The purpose of a formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors and students to improve the teaching and learning process. Thus, this modality aims to help both students and instructors to identify strengths and weaknesses that need to be developed. This study aimed to describe the potential of educational apps in the formative assessment process. Material and Methods: We have implemented assessment tools embedded in three apps (ARMET, The Cell and 3D Class) used to teach: 1) Metabolic Pathways; 2) Scale of the cellular structures, and 3) Concepts from techniques used in a Biochemistry Lab course. The implemented tools allow to verify on what issues there were recurring mistakes, the total number of mistakes presented, which questions they most achieved, how long they took to perform the activity and other relevant information. Results and conclusion: Educational apps can provide transparent and coherent evaluation metrics to enable instructors to systematize more consistent criteria and indicators, reducing the subjectivity of the formative assessment process and the time spent for preparation, tabulation and analysis of assessment data. This approach allows instructors to understand better where students struggle, giving to them a more effective feedback. It also helps instructor to plan interventions to help students to perform better and to achieve the learning objectives.

scholarly journals Strategies in Online Speaking Classroom in the Time of Covid-19: A Descriptive Study at Tertiary Level

2021 ◽  
Vol 5 (2) ◽  
pp. 259
Author(s):  
Zelvia Liska Afriani ◽  
Valisneria Utami
Keyword(s):  
Teaching And Learning ◽  
Group Discussion ◽  
Structured Interview ◽  
Teaching Staff ◽  
Tertiary Level ◽  
Face To Face ◽  
Descriptive Research ◽  
Mobile Phone Applications ◽  
Face To Face Learning ◽  
Speaking Skills

Recently, the Covid-19 pandemic has transformed teaching and learning into a virtual model, which demands teachers to find their best strategy. This study aims to analyze the strategies applied by teachers at the tertiary level in the time of Covid-19. The researchers employed a descriptive research design conducted in one of the Islamic universities at Bengkulu. The subjects were two English as a foreign language (EFL) teaching staff who taught speaking skills at the beginner level. The data was obtained through a semi-structured interview. The observation was also done during one semester, where the researchers took part in the online classrooms. After the data was collected, the researchers analyzed the data by following some steps: (1) data reduction, (2) data display, and (2) conclusion drawing/verification. The findings revealed that the English teachers used several teaching-speaking skills integrated with social media and mobile phone applications to be accessed easily. The strategies are lecturing, role-play, online group discussion, simulation, and drilling. They are blended with WhatsApp Group, Google Classroom, Zoom, and Instagram. Even though the learning process can be managed in this pandemic, face-to-face learning is still favorable.

Technology-Assisted Formative Assessment

2020 ◽  
pp. 435-453
Author(s):  
Karen E. Irving
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Formative Feedback ◽  
First Century ◽  
Assessment Process ◽  
Just In Time ◽  
Assessment Practices ◽  
Present Information ◽  
Electronic Technologies ◽  
Share Information

Reliable just-in-time assessments are the foundation of informed teaching and learning. Modern electronic technologies assist in the formative assessment process by supporting classroom environments that allow students and teachers to assess learning and providing mechanisms to present information about student learning during instructional sequences. To implement formative assessment practices, students and teachers benefit from rich educational tasks that invite students to share information about their understanding of the lesson while the lesson is occurring in order to nurture productive learning by both teacher and student. Formative feedback is facilitated by technologies such as connected classrooms, videography, online formative quizzes, and manuscript multi-draft editing. Technology-assisted formative assessment represents a powerful option to promote improved classroom communications that support formative assessment practices for teachers in twenty-first century classrooms.

scholarly journals Code-Switching in Online Synchronous Learning

2021 ◽  
Vol 9 (2) ◽  
pp. 148
Author(s):  
Ni Kadek Ayu Rinawati ◽  
I Nyoman Adi Jaya Putra
Keyword(s):  
Student Teachers ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Code Switching ◽  
Online Discussions ◽  
Primary Data ◽  
Switching Function ◽  
Face To Face ◽  
Efl Teachers ◽  
Popular Language

The Covid-19 outbreak has "forced" face-to-face teaching and learning to be entirely online. This situation also affects prospective EFL teachers in conducting teaching practicums. This study aims to analyze prospective EFL teachers using code-switching in online discussions through WhatsApp group chats. Code-switching is a popular language feature commonly used in communication. Furthermore, this research aims to identify the types of code-switching according to Poplack's theory and to find out the code-switching function based on Sert's theory. This type of research is qualitative. The subjects of this study were six prospective EFL teachers and their students. Primary data was collected from online discussions of student teachers through their WhatsApp chat groups, and then the discussions were transcribed into transcripts. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The first study's results in terms of types of code-switching revealed that all participants practiced code-switching in online teaching and learning through WhatsApp group chats. The discussion provides three types of code-switching based on Poplack's theory: tag-switching, inter-sentential switching, and intra-sentential switching. Furthermore, tag switching is often used in online discussions.

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