E-assessment: Wash-Back Effects and Challenges (Examining Students’ and Teachers’ Attitudes Towards E-tests)

[1] Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14, 115–129. [2] Ali, M. M., & Hamid, M. O. (2020). Teaching English to the test: Why Does negative washback exist within secondary education in Bangladesh? Language Assessment Quarterly, 17(2), 129-146. [3] Cheng, L., & Curtis, A. (2004). Washback or backwash: A review of the impact of testing on teaching and learning. In L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Washback in language testing: Research contexts and methods (pp. 3–18). Mahwah, NJ: Lawrence Erlbaum Associates. [4] Da'asin, K. A. (2016). The attitude of Ash-Shobak University College Students to E-Exam for Intermediate University Degree in Jordan. Journal of Education and Practice, 7(9), 10-17. [5] Hughes, A. (1994). Backwash and TOEFL 2000. Unpublished manuscript, commissioned by Educational Testing Service (ETS). The University of Reading. [6] Hung, S. T. A. (2012). A washback study on e-portfolio assessment in an English as a Foreign Language teacher preparation program. Computer Assisted Language Learning, 25(1), 21-36. [7] Jiamin, X., Jinyan, L., & Tianyi, M. (2021). The wash-back effect of reformed CET 6 listening comprehension test. Asian Journal of Education and Training, 7(1), 70-73. [8] Johnson, M.& Shaw, S.(2019). What is computer-based testing washback, how can it be evaluated and how can this support practitioner research?, Journal of Further and Higher Education, 43:9, 1255-1270, DOI: 10.1080/0309877X.2018.1471127 [9] Meseke, Christopher A., Rita Nafziger, and Jamie K. Meseke. (2010). "Student attitudes, satisfaction, and learning in a collaborative testing environment." Journal of Chiropractic Education 24, no. 1: 19-29. [10] Messick, S. (1996). Validity and wash-back in language testing. Language testing. 13(3), 241-256. [11] Saglam, A. L. G. (2018). Can exams change how and what teachers teach? Investigating the washback effect of a university English language proficiency test in the Turkish context. Eurasian Journal of Applied Linguistics, 4(2), 155-176. [12] Tayeb, Y. A., Abd Aziz, M. S., Ismail, K., & Khan, A. B. M. A. (2014). The wash-back effect of the general secondary English examination (GSEE) on teaching and learning. GEMA Online® Journal of Language Studies, 14(3),83-103. [13] Wall, D. (1997). Impact and wash-back in language testing. In C. Clapham & D. Corson (Eds.). Encyclopedia of Language and Education (pp. 291-302). Dordrecht: Kluwer Academic Publishers

Students’ Perception on E-Portfolio for Assessing Translation Skill

Translation is actually the skill which involve students’ active contribution in the assessing process. Meanwhile, e-portfolio regards as one of the method to achieve students’ active contribution in assessing their own translation works since it not only functions to collect the works electronically but can also function to show the sequence of works improvement. The aim of this study is to investigate students’ perception on e-portfolio for assessing their translation skill. It was also intended to discover application preference to apply the e-portfolio method of assessment. The participants of the study are 49 English Department students enrolled in the third year. The data was collected by using questionnaire in the form of closed and open questionnaires. The results indicate that the participants generally prefer to be evaluated by the e-portfolio assessment. Most of them believed that e-portfolio assessment improved their translation quality and enhanced their motivation and the application they chose to apply the e-portfolio is the free application which can be accessed anywhere.

LEARNERS’ ATTITUDES TOWARDS PORTFOLIO ASSESSMENT: A STUDY ON ELT AND ELL STUDENTS

<p>The current study set out to define ELT and ELL students' attitude towards portfolio assessment in academic writing and to define the positive and negative aspects of portfolio assessment along with the aims to define their preferences on choosing portfolios versus traditional pen-and-paper tests. The sample of this study consists of 49 students studying English Language Teaching (ELT) and English Language and Literature departments at Tokat Gaziosmanpaşa University in the second term of academic year 2021-2022. Study was conducted using survey research design; a Likert scale questionnaire and one-on-one interviews in order to collect data on attitudes towards Portfolio Assessment. The results of the final analysis showed that participants are competent about the content of portfolio assessment and the portfolio sharing activities offer learners the chances to learn good English with the help of acquired technics from their classmates. According to participants, self-evaluation, peer-evaluation, active participation and language skills development were considered as advantages of portfolio Requiring much time, reliability and validity issues and neglecting listening and speaking skills were among the disadvantages of portfolio assessment. Moreover, the subject participants of current study mostly prefer to be evaluated by portfolio assessment rather than the traditional paper-pen tests.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0910/a.php" alt="Hit counter" /></p>

Physical Education Textbook Study: Techniques and Forms of Assessment of Knowledge and Skills of Middle School Students in Indonesia

This research aims to find out the form and technique of assessment on aspects of knowledge and skills in the textbooks of students of physical education sports and health (PJOK) class VIII Curriculum 2013. The instruments in this study are researchers themselves who are equipped with a set of theories and data cards that contain techniques and forms of assessment of aspects of knowledge and skills. The instrument is validated by validation of content or content by experts or expert judgement in this case done by experts. Data collection technique with a record reading technique. Data analysis techniques use Miles and Huberman's interactive model analysis techniques. This research is qualitative descriptive research. The data source in this study is the textbook of students of PJOK Class VIII Curriculum 2013. Results in this study show that not entire forms and assessment techniques on aspects of knowledge and skills exist in every chapter in the PJOK Class VIII curriculum textbook 2013. In the aspect of knowledge only uses assessment techniques in the form of multiple choices, descriptions and assignments. Assessment techniques such as right wrong, matchmaking, stuffing and Q&A have not been applied in the textbook of PJOK students curriculum class 2013. For the skill aspect only in the form of practices and products only. Project and portfolio assessment techniques have not been applied in the PJOK Class VIII Curriculum textbook 2013. After the review of the textbook PJOK Class VIII Curriculum 2013, hopefully there will be revisions in the assessment in the latest version of the 2013 Curriculum PJOK textbook that covers all variations in assessment forms and techniques in aspects of knowledge and skills. This research contributes to the importance of subsequent research on the development of variation in forms and complete assessment techniques including aspects of attitudes in PJOK.Keywords: assessment, knowledge, skill, PJOK

The Effect of Portfolio Assessment on Students’ Writing Competency during Online Learning Period

The current study was aimed at investigating students' writing competency before and after the implementation of portfolio assessment during online learning. This study was an experimental study conducted in one private school in Buleleng, Bali. The result of descriptive and inferential analysis found that students writing competency in posttest (8.20) was higher than pretest (7.42). A significant of mean difference was also identified from the result of paired sample t test (Sig. .000). Thus, it can be concluded that portfolio assessment has significant effect on students' writing competency.

Exploring a Rural English Teacher’s Lived Experiences of Assessment Practices in a Blended Learning Enactment: A Narrative Inquiry

Although a large number of studies have put a focus on the enactment of blended learning in English as a foreign language (EFL) classroom, there is a paucity of research into the teacher’s lived experiences of how they enact assessment in the blended learning activities. To fill such a gap, this paper reports on a narrative inquiry of an EFL teacher’s lived experiences of conducting assessment during blended learning in the pandemic era. The finding of the study shed light on the ineffectiveness of the assessment practice during the blended learning enactment, particularly in the context of rural schools. Albeit the participating teacher in this study was fully engaged to conduct assessment from his past experiences, two major problems hinder such a practice: students’ unsubmitted assignments and poor Internet connection. Based on these findings, teachers are encouraged to find an alternative assessment practice during the blended learning, portfolio assessment can be an option. This suggestion is anchored by the fact that the assessment practice was not technically supported during the blended learning activities.