scholarly journals STUDENTS’ PERCEPTION TOWARDS THE IMPLEMENTATION OF ONLINE FORMATIVE ASSESSMENT IN ENGLISH LEARNING

2021 ◽  
Vol 2 (2) ◽  
pp. 101-112
Author(s):  
Komang Lisna Kristiyanti ◽  
Made Hery Santosa ◽  
Ni Putu Astiti Pratiwi
Keyword(s):  
Formative Assessment ◽  
Learning Strategies ◽  
Junior High School ◽  
Assessment Process ◽  
English Learning ◽  
Mixed Method Research ◽  
Design Data ◽  
Survey Results ◽  
Online Formative Assessment

The Indonesian government policy due to the emergence of the COVID-19 pandemic requires all students and teachers to carry out the learning process online. Starting from various learning strategies to the assessment process must be carried out by applying an online system. In line with this policy, this study was conducted with the aim of investigating the implementation of one type of assessment, namely formative assessment in online learning situations. This study focuses on students’ perceptions of the implementation of formative assessment in English learning. By using a mixed-method research design, data collection was carried out through survey and interview methods. The samples of this study were 215 students of a Junior High School in Bali, Indonesia and involved 8 students from the entire sample as participants in the interview. The survey results showed that students had a positive perception of the implementation of online formative assessment. This is also supported by information obtained in the interview process, in which students feel that this type of online formative assessment is comfortable to carry out, especially because of the use of simple and easy tools. In addition, students also feel that there are things that make online formative assessment less effective, such as the unavailability of feedback which also causes students to be less interested in this type of assessment. Through this study, it is hoped that it can provide various information for students and teachers for the purpose of improving the quality of the implementation of formative assessment in English learning.

scholarly journals Web-based formative assessment through clinical cases: role in pathophysiology teaching

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nerea Fernández Ros ◽  
Felipe Lucena ◽  
Mercedes Iñarrairaegui ◽  
Manuel F. Landecho ◽  
Patricia Sunsundegui ◽  
...  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Web Based ◽  
First Semester ◽  
Intermediate Group ◽  
Active Learning Strategies ◽  
Online Formative Assessment ◽  
Intermediate Performance ◽  
Clinical Cases

Abstract Background Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Methods Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Results Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P = 0.009). Conclusion Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.

scholarly journals Developing English Abilities of Autonomous Learning for Undergraduates in the Environment of Ecological Affordance

2020 ◽  
Vol 13 (7) ◽  
pp. 104
Author(s):  
Ji Song
Keyword(s):  
Learning Strategies ◽  
Autonomous Learning ◽  
Independent Learning ◽  
Learning Resources ◽  
English Learning ◽  
College English ◽  
Before And After ◽  
English Instruction

The research investigates undergraduates’ English abilities of autonomous learning in the environment of ecological affordance. It proves that their abilities are significantly different before and after independent learning in one semester, and they can actively try their own learning strategies and achieve good results in English learning, which reflects the success of cultivating the ability of autonomous learning. And it also holds that it is a good ecological affordance when learners could sense and understand abundant learning resources under their teachers’ effective guidance, and thus arouse enough enthusiasm for English learning to guarantee the quality of College English instruction.

scholarly journals The Implementation of Online Formative Assessment in English Learning

2021 ◽  
Vol 1 (1) ◽  
pp. 76-84
Author(s):  
Komang Lisna Kristiyanti
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Formative Assessment ◽  
Learning Process ◽  
Online Learning Environment ◽  
English Learning ◽  
Library Research ◽  
Teachers And Students ◽  
Strategic Regulation ◽  
Online Formative Assessment

The pandemic of COVID-19 is one of the major disasters in 2020 that have occurred throughout the world, including Indonesia. In the present situation and condition, in which most schools are currently implementing an online learning process, it is necessary to make sure that every students gain the information or knowledge that they must get as the result of the learning process. Hence, the formative assessment is in accordance with everyone's expectations that student must continue to gain information as their online learning outcomes.  This study aimed to review other studies conducted by some previous researchers regarding the implementation of formative assessment in online learning environment. Since this kind of assessment was only recently applied in the COVID-19 pandemic situation, it is important to investigate the effect, as well as the perception of students and teacher in implementing formative assessment in online learning environment. A library research was conducted to collect the data. From this review study, it can be concluded that this assessment technique has the potential to be very useful to be implemented in English learning, both for teachers and students. There are correlation between motivation, self-efficacy, and strategic regulation of learning. The students and teacher also showed positive perception towards online formative assessment. Both the students and the teacher gained many beneficial things after the implementation of online formative assessment in English learning.

scholarly journals Learning English in SMPIT Raudhatul Jannah Cilegon City (an Ethnography Research)

2018 ◽  
Vol 11 (01) ◽  
pp. 86
Author(s):  
Anis Fuad ◽  
Zainal Rafli ◽  
Ninuk Lustyantie
Keyword(s):  
Junior High School ◽  
Document Analysis ◽  
Qualitative Approach ◽  
Learning Activities ◽  
English Learning ◽  
Cultural Aspects ◽  
Cultural Themes ◽  
Research Findings ◽  
Research Analysis

This study aims to investigate culture themes in English learning at Islamic junior high school (SMPIT) Raudhatul Jannah Cilegon in academic years 2017/2018. This research conducts a qualitative approach with an ethnography method. The data were collected through observation, interview, and document analysis. The research analysis used Spradley’s terms; domain, taxonomy, and componential analysis, then discovering cultural themes. The research findings showed that 1) Cultural themes that found in English learning at SMPIT Raudhatul Jannah Cilegon have many cultural aspects including rule, custom, attitude, and value; 2) The four cultural aspects are reflected in English learning activities that apply cooperative learning. The results of this research conclude that cultural aspects which contained in English learning at SMPIT Raudhatul Jannah Cilegon become a complement that can improve the quality of learning.

scholarly journals DEVELOPING STRATEGIES AND EVALUATION OF HOTS-BASED LEARNING ON THEMATIC LEARNING IN ELEMENTARY SCHOOL

2021 ◽  
Vol 4 (2) ◽  
pp. 64-76
Author(s):  
Seka Andrean
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Assessment Process ◽  
Learning Problem ◽  
Library Research ◽  
Developed Nations ◽  
Thematic Learning

Education is an important component of a nation. Developed nations must have a good education system. The purpose of this research is to find out how to develop strategies and evaluation of hots-based learning in thematic learning in elementary schools. The method used is the approach of library research through library sources related to learning strategies and evaluations in thematic learning as well as various other literature sources. Then analyzed and presented the findings of the data objectively. The results showed that higher order thinking skills (HOTS) learning carried out by teachers in improving the quality of learning, teachers must design scenarios of the learning process. To support this, it is administratively stated in the Learning Implementation Plan (RPP). A teacher must prepare teaching materials, learning resources, learning media/props, and test instruments to measure students' learning outcomes. The spirit of a HOTS learning is in the core activities. At this stage teachers practice design, models, strategies, and learning methods. There are several learning models that are recommended to be implemented by teachers in the learning process, such as: project-based learning, problem-based learning, problem solving, and inquiry/discovery. In the assessment process must be adjusted to the competency achievement indicators that will be measured using relevant instruments and able to stimulate students' critical thinking ability.

scholarly journals Study on the English Learning Motivation and Learning Strategies

2020 ◽  
Vol 9 (3) ◽  
pp. 86
Author(s):  
Huang Chen
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Real Data ◽  
Learning Motivation ◽  
English Learning ◽  
Vocational College ◽  
Motivation Strategy ◽  
English Learning Motivation ◽  
Motivation And Learning

<p>Learning motivation and learning strategies are the important factors that affect English learning, which has an important impact on the students' learning English. In the 1970s, Chinese scholars mainly studied the transfer to students' autonomous learning, which resulted in individual differences of learners, such as age, gender, motivation, strategy, <em>etc</em>. However, learning motivation and strategy are the most important issues, which need our research. Based on the real data, this paper makes SPSS software statistics, which can analyze the correlation between learning motivation and learning strategy. Through the study of English learning motivation and Strategies of vocational college students, vocational college can better improve the quality of English teaching.</p>

scholarly journals L’évaluation formative en écriture

2017 ◽  
Vol 1 ◽  
pp. 109-120
Author(s):  
Louise Bourgeois
Keyword(s):  
Content Analysis ◽  
Formative Assessment ◽  
Professional Knowledge ◽  
Assessment Process ◽  
Student Work ◽  
Knowledge And Skills ◽  
Research Results ◽  
Assessment Decisions ◽  
Generalizability Study

Through the results of a generalizability study, Heritage, Kim, Vendlinski & Herman (2009) show that teachers are better at determining the quality of student work than they are at deciding the next steps in instruction to support learning. The present research starts from this evidence and seeks to better understand the obstacles that limit teachers’ formative assessment decisions in writing. A questionnaire was used to help teachers determine the strengths and areas of need of their students’ work and to plan the next instructional steps to support learning. An individual retrospective interview was also used to better understand teachers’ thinking behind the answers they provided on the questionnaire. Content analysis was used to analyze questionnaire answers and interview transcriptions. Research results show that the formative assessment process is complex and multidimensional and raise fundamental questions regarding teachers’ professional knowledge and skills in this domain.

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