scholarly journals EFL Students’ and Teachers’ Perceptions of Google Forms as a Digital Formative Assessment Tool in Saudi Secondary Schools

2021 ◽  
Vol 7 (1) ◽  
pp. 140-154
Author(s):  
Alhanouf Saleh Alharbi ◽  
Amal Abdullah Alhebshi ◽  
Zilal Meccawy
Keyword(s):  
Saudi Arabia ◽  
Secondary Schools ◽  
Formative Assessment ◽  
Assessment Tool ◽  
English Teachers ◽  
Perceived Usefulness ◽  
Online Assessment ◽  
Teachers Perceptions ◽  
Advantages And Disadvantages ◽  
Online Formative Assessment

This study highlights students’ and teachers’ perceptions on using Google Forms as a formative assessment tool in EFL classrooms. The study implemented a mixed methods approach where a questionnaire was administered to students and interviews were carried out with English teachers in public secondary schools in two cities in Saudi Arabia. The questionnaire received 354 responses (32 males and 322 females) while in the structured interviews, 24 female English teachers provided their opinions on the advantages and disadvantages of integrating Google Forms into their classrooms. The purpose of this study is to explore students’ perceptions of online formative assessment via Google Forms in terms of perceived usefulness, perceived risk of cheating, and perceived self-efficacy. It also aims to analyze the positives and challenges faced by EFL teachers while using Google Forms as an online formative assessment tool. The results showed that both students and teachers believe that using Google Forms positively impacts students’ learning despite the risk of cheating and demonstrated several limitations with using Google Forms for teachers and students. However, English language teachers are recommended to engage all students in online formative assessment to monitor their progress over the course and design interventions to reduce cheating in online assessment. The present study helps increase the awareness of the positives and negatives of English online assessment in Saudi Arabia.

scholarly journals EFL Students’ and Teachers’ Perceptions of Google Forms as a Digital Formative Assessment Tool in Saudi Secondary Schools

2021 ◽  
Author(s):  
Alhanouf Saleh Alharbi ◽  
Amal Abdullah Alhebshi ◽  
Zilal Meccawy
Keyword(s):  
Saudi Arabia ◽  
Secondary Schools ◽  
Formative Assessment ◽  
Assessment Tool ◽  
English Teachers ◽  
Perceived Usefulness ◽  
Online Assessment ◽  
Teachers Perceptions ◽  
Advantages And Disadvantages ◽  
Online Formative Assessment

This study highlights students’ and teachers’ perceptions on using Google Forms as a formative assessment tool in EFL classrooms. The study implemented a mixed methods approach where a questionnaire was administered to students and interviews were carried out with English teachers in public secondary schools in two cities in Saudi Arabia. The questionnaire received 354 responses (32 males and 322 females) while in the structured interviews, 24 female English teachers provided their opinions on the advantages and disadvantages of integrating Google Forms into their classrooms. The purpose of this study is to explore students’ perceptions of online formative assessment via Google Forms in terms of perceived usefulness, perceived risk of cheating, and perceived self-efficacy. It also aims to analyze the positives and challenges faced by EFL teachers while using Google Forms as an online formative assessment tool. The results showed that both students and teachers believe that using Google Forms positively impacts students’ learning despite the risk of cheating and demonstrated several limitations with using Google Forms for teachers and students. However, English language teachers are recommended to engage all students in online formative assessment to monitor their progress over the course and design interventions to reduce cheating in online assessment. The present study helps increase the awareness of the positives and negatives of English online assessment in Saudi Arabia.

Formative Online Assessment in E-Learning

2011 ◽  
pp. 279-300
Author(s):  
Izaskun Ibabe ◽  
Joana Jauregizar
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Computer Assisted ◽  
Online Assessment ◽  
Self Assessment ◽  
Adaptive Assessment ◽  
E Learning ◽  
Online Formative Assessment ◽  
Planning Development

This chapter provides an introduction to formative assessment, especially applied within an online or e-learning environment. The characteristics of four strategies of online formative assessment currently most widely used—online adaptive assessment, online self-assessment, online collaborative assessment, and portfolio—are described. References are made throughout recent research about the effectiveness of online formative assessment for optimizing students’ learning. A case study in which a computer-assisted assessment tool was used to design and apply self-assessment exercises is presented. The chapter emphasizes the idea that all type of assessment needs to be conceptualized as “assessment for learning.” Practical advices are detailed for the planning, development, implementation, and review of quality formative online assessment.

E-Learning System's Acceptance

2014 ◽  
Vol 9 (4) ◽  
pp. 1-13 ◽  
Author(s):  
Emad Abu-Shanab
Keyword(s):  
Public Schools ◽  
Technology Acceptance ◽  
Empirical Studies ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Teachers Perceptions ◽  
Advantages And Disadvantages ◽  
Teachers And Students ◽  
E Learning

The major limitation for adopting e-learning systems is students and teachers perceptions of such applications. EduWave is a system implemented in Jordan, to be used by teachers, students and other stakeholders in public schools in the country. This study tried to contrast the perceptions of students and teachers and conclude to future agenda for improving the success chances of such systems. The research utilized results from two empirical studies, with 2 surveys applied to both teachers and students to probe their opinions regarding the obstacles facing EduWave utilization, the advantages and disadvantages of the system, the functionalities used, and the factors influencing the adoption. Results supported the original Technology Acceptance Model (TAM), with significant prediction of intentions to use EduWave through perceived usefulness and perceived ease of use for both teachers and students. Also, teachers and students results did not support the role of trust in the process. Conclusions and future work are stated at the end.

scholarly journals Teachers’ perceptions about the use of the Learning ePortfolio as learning and assessment tool in Mondragon Unibertsitatea

2019 ◽  
Author(s):  
Sirats SantaCruz ◽  
Nagore Ipiña ◽  
Eugenio Astigarraga
Keyword(s):  
Formative Assessment ◽  
Primary Education ◽  
Assessment Tool ◽  
Longitudinal Research ◽  
Learning Processes ◽  
Early Years ◽  
Teachers Perceptions ◽  
Early Years Education

The aim of the present study is to analyse teachers’ initial perceptions about the use of the Learning ePortfolio as the main learning and assessment tool in Early Years Education and Primary Education Degrees. This is a piece of a major longitudinal research being carried out in the Faculty of Humanities and Education in Mondragon Unibertsitatea. Results show that teachers are aware of the flexibility offered by the Learning ePortfolio to assess students’ learning processes. Indeed, teachers think the Learning ePortfolio is a valuable tool for both students and teachers. However, there are still some outstanding issues to discuss with all the teachers involved in the use of the Learning ePortfolio. Conclusions drawn from this study show that the Learning ePortfolio constitutes a helpful and valuable tool for both students and teachers and it helps when carrying out formative assessment processes. Nevertheless, more training is needed to solve the gaps identified for its use.

scholarly journals Teachers’ Perceptions on Factors Influence Adoption of Formative Assessment

2018 ◽  
Vol 8 (1) ◽  
pp. 74
Author(s):  
Khalid Abdullah Alotaibi
Keyword(s):  
Saudi Arabia ◽  
Formative Assessment ◽  
Primary Schools ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Effective Implementation ◽  
Female Teachers ◽  
Study Results ◽  
Assessment Strategies ◽  
The Given

Even though teachers has positive attitude towards formative assessment, their perceptions on factors influence the adoption of formative assessment is crucial to implement various assessment strategies effectively. Therefore, survey conducted on perceptions of primary school teachers in Riyadh province of Saudi Arabia regarding 14 selected factors. By stratified random sampling, data is gathered from the teachers of 15 schools located in the Riyadh province of Saudi Arabia. 210 fully completed questionnaires are received. Interrelated factors also discussed with a sample of 25 teachers. Teachers slightly agreed on all the given factors. However, significant perceptional differences between teachers groups are intervened that mainly attributed to male and female teachers, teachers who attended training and not attended, younger and elder teachers, less tenured and more tenured teachers, and the teachers of different subjects. This study results is noteworthy for understanding the perceptions of teachers on factors influence adoption of formative assessment in primary schools. Factors deliberated in this study are useful to the school management to address the challenges of teachers in formative assessment that would help to minimize the barriers for effective implementation of formative assessment.

scholarly journals Pre-Service English Teachers' Perceptions, Obstacles and Experiences When Teaching English in the EFL Context

2018 ◽  
Vol 14 (8) ◽  
pp. 102
Author(s):  
Rashed Zannan Alghamdy
Keyword(s):  
Saudi Arabia ◽  
Social Skills ◽  
Training Program ◽  
Qualitative Data ◽  
English Teachers ◽  
English Teacher ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Efl Students

This article has identified the opinions, perceptions obstacles and experiences of the EFL pre-service English teacher who participated in a training program in EFL context. In this study, only qualitative data was gathered. The participants in this study were 7 pre-service English teachers aged 23-28 years, from seven boys’ schools in Al-Baha city in Saudi Arabia. The researcher interviewed them at the end of the semester of the training program. The findings of this study were that some EFL pre-service English teachers felt that the training program enabled them to increase their confidence and social skills, enabling them to gain more experiences.However, there were many disadvantages, barriers and obstacles to practicing pre-service teaching in the training program. These included: some EFL students were naughty and they caused problems in the classroom, the EFL students’ English level was very weak such that they could not communicate in the language and even they also could not understand the teacher’s instructions. Being in the training program, and studying at the college at the same time was very challenging for the pre-service English teachers. Also, some their main teachers were not willing to guide them. They were also often shy and embarrassed before the students. There were claims that the preparation book was difficult for most pre-service teachers to prepare. Most complained that they lacked the resources they required to prepare for their lessons.

scholarly journals EVALUATING THE MADRASATI PLATFORM FOR THE VIRTUAL CLASSROOM IN SAUDI ARABIAN EDUCATION DURING THE TIME OF COVID-19 PANDEMIC

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Badi Aldossry
Keyword(s):  
Saudi Arabia ◽  
Teaching And Learning ◽  
Saudi Arabian ◽  
Virtual Classroom ◽  
Future Research ◽  
Distance Teaching ◽  
Teachers Perceptions ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
Education Levels

The platforms are the pinnacle of technology and digital development in the 21st century. However, until the global COVID-19 pandemic, most schools did not employ these platforms as new teaching and learning methods. The Ministry of Education in Saudi Arabia established the Madrasati Platform as the new gateway to distance-teaching and learning for all Saudi' education levels from 1st to 12th grade in the new academic year 2020-2021. This platform is one of the most essential programmes in Saudi Arabia, and is related to many supplemental educational tools. The data involved in this study was collected from three teachers. This paper presents the results of an evaluation of the Madrasati Platform in relation to Saudi teachers' perceptions of its use as the primary distance learning platform, and its advantages and disadvantages. The main findings are firstly that teachers should possess technical knowledge about how to use this platform, which highlighted the need for intense training courses for both teachers and students in order to create and foster a successful educational environment. The Madrasati Platform is an integrated platform designed to meet the needs of all of the parties involved. However, students typically neglect to attend the asynchronous virtual classroom on the platform (iEN channels and other uploaded videos) and focus only on the synchronously virtual (live) classroom on Teams. Therefore, this paper presents some recommendations to the Saudi Arabian education stakeholders for improved platform development, and also proposes paths for future research. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0777/a.php" alt="Hit counter" /></p>

scholarly journals The Perceptions of Saudi English Teachers about their Contribution to the Development of English Curriculum in Saudi Arabia

2021 ◽  
Vol 1 (1) ◽  
pp. p42
Author(s):  
Lujain Jaza AlSehli
Keyword(s):  
Saudi Arabia ◽  
English Teachers ◽  
Likert Scale ◽  
Collaborative Effort ◽  
Willingness To Participate ◽  
Ministry Of Education ◽  
Online Questionnaire ◽  
English Curriculum ◽  
Teachers Perceptions

The current research investigated the perceptions of Saudi English teachers about their contribution to the development of English curriculum with the Ministry of Education (MOE). Also, this research sought to know the role of Saudi English teachers in developing English curriculum in Saudi Arabia. To obtain teachers’ perceptions, an online questionnaire was designed via google forms with open and close-ended questions along with a Likert scale section. It was shared with the Saudi Faculty of English account on Twitter. The major cause of conducting this research was to raise the awareness of including Saudi English teachers in developing English curriculum, and to make this process as a collaborative effort among various stakeholders and English teachers. The findings indicated the absent role of Saudi teachers and the lack of their involvement in developing English curriculum in Saudi Arabia. Moreover, the results showed their willingness to participate and be part of this process.

Designing an Online Formative Assessment that Helps Prepare Students and Teachers for a Summative Assessment

2011 ◽  
pp. 170-180
Author(s):  
Stephanie JL Gertz ◽  
Sally Askman
Keyword(s):  
No Child Left Behind ◽  
Formative Assessment ◽  
The State ◽  
Assessment System ◽  
Online Assessment ◽  
State Education ◽  
Educational Processes ◽  
Statewide Assessment ◽  
Online Formative Assessment ◽  
Gates Foundation

Across the nation, even prior to the passage of the No Child Left Behind Act in 2001, many states had instituted statewide assessment programs. In response to these initiatives, school systems were interested in how to better prepare their students and teachers for the statewide assessment. The Bill and Melinda Gates Foundation, founded in January 2000, was, and is, committed to exploring the ways in which the improved technology in the 21st century can be utilized to improve educational processes and programs. Based in Seattle, the foundation was interested in working closely within its home state. So the Washington State Education Department, the Office of the Superintendent of Public Instruction (OSPI), and the foundation worked together on funding and managing an online formative assessment system. From 2000 to 2002, a classroom online assessment system was piloted in several districts in the state of Washington. The goals were threefold: 1. To determine the effectiveness of classroom online assessment 2. To give teachers a tool to help them assess student competency during the course of the year toward meeting or exceeding state-required standards 3. To increase teacher knowledge of the state standards

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