Abstract
The study aimed at investigating Senior High School English teachers’ views on the drawbacks and the strengths of the employement of Multicple Choice Question as a summative assessment. Rooting within qualitative research paradigm, the current study employed descriptive qualitative design. The data were collected through in-depth interview with three experienced EFL teachers of a prominent state senior high school in Banjar, West Java. The results of the interview indicated that there are three strengths in using Multiple-Choice Question (MCQ) as a summative assessment. These strengths included teachers’ view that MCQ could result in quick and easy scoring, facilitate the assessment of varied language skills and encourage the students to answer the question carefully. Additionally, there were three drwabacks in using MCQ as a summative assessment such as teachers’ view that MCQ could only facilitate on low order of critical thinking, have low positive washback and require a lot of time in its designing phase. Interestingly, two out of three participants thought that MCQ has been a mandatory type of summative assessment suggested by the government. However, in fact, there has been no government policy which recommend certain type of summative assessment. Therefore, looking at the strengths and drawbacks of the use of MCQ could help to be better informed before deciding to use MCQ as a summative assessment.
Highlights
Assessment has been a crucial component of teaching and learning processes
The setting was chosen because all EFL teachers admitted that Multiple Choice Question (MCQ) has always been used as a summative assessment
There were three strengths in using Multiple-Choice Question which explored by those three participants named quick and easy scoring
Summary
Assessment has been a crucial component of teaching and learning processes. It played an important part in determining the quality of teaching and learning. Summative assessment was commonly conducted in the end of a learning process to inform about students’ overall mastery of the subject Besides this categorization, there has been many types of assessment that served both as formative and summative assessment which ranged from Multiple Choice Question (MCQ) to essay. Practicality related with the ease in administering the test (Brown, 2004) He further defined washback as the effect of assessment had on the teaching and learning processes. The focus was on the use of MCQ as a summative assessment due to its extensive application To fill this gap, the present study aimed at exploring Senior High School EFL teachers’ views on the drawbacks and strengths on using MCQ
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More From: ETERNAL (English, Teaching, Learning, and Research Journal)
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