Technology-enhanced formative assessment in higher education: A voice from Indonesian EFL teachers

Roghibatul Luthfiyyah,Gunadi Harry Sulistyo,Aisyah Aisyah

doi:10.30659/e.6.1.42-54

Abstract

The integration of information communication and technology in language teaching has been intensely examined in literature works. However, the study which explicitly investigates the advancement of technology for language assessment in higher education level is still underexplored, particularly in a formative assessment area. To fill that gap, the present study aims at investigating the perceptions of EFL teachers towards technology-enhanced formative assessment and how they implement it in the classroom. This study employs a qualitative case study approach. Of three participants from different universities were voluntarily participated in a semi-structured interview. The interview seeks to investigate the perceptions of teachers towards technology-enhanced assessment, the roles of technology in formative assessment, and the impact of technology on language learning. The findings reveal that EFL teachers view formative assessment as well as technology in a positive perception. They admit that technology is a practical tool that has multiple roles and it is deemed as useful and meaningful platform for assessing students. Finally, technology-enhanced formative assessment gives an impact on students� performance, particularly on language accuracy. The further implications are discussed in this paper.�

Highlights

As the integration of technology in language teaching and learning becomes extensively proliferated, there is a growing interest in adopting technology to promote language assessment in the classroom practices (Bennett, Dawson, Bearman, Molloy, & Bound, 2017; Deeley, 2018; Webb & Ifenthaler, 2018)
The present study aims at investigating the perceptions of EFL teachers towards technology-enhanced formative assessment and how they implement it in the classroom
This study adopts a qualitative case study that endeavors to explore real-life, individual insights, multiple cases through a detailed and in-depth collection of data from multiple sources of information (Yin, 2018). This method is pertinent to the objective of the study that attempts to investigate Indonesian EFL teachers' perceptions of how they perceive and practice technologyenhanced formative assessment in higher education

Summary

Introduction

As the integration of technology in language teaching and learning becomes extensively proliferated, there is a growing interest in adopting technology to promote language assessment in the classroom practices (Bennett, Dawson, Bearman, Molloy, & Bound, 2017; Deeley, 2018; Webb & Ifenthaler, 2018). Mimirinis (2019) correctly points out that teachers' decision to utilize technology for assessment practices depends on their belief: What benefits they will perceive from the tools, how technology can facilitate the assessment purposes, and how technology can enhance the learners' engagement through timely and constructive feedback It is notable for examining further the teacher’s personal perceptions on technology-enhanced formative assessment in a specific context. The seminal work from Black and Wiliam (2009) embarks the shifting paradigm of educational assessment, highlighting the importance of practising formative assessment It refers to the classroom assessment practice by eliciting the evidence of learners’ achievement, interpreting the results, and using them to make decisions about the teaching instruction and to inform the students where they are and how they can achieve learning goals through informative feedback. It can assist teachers in reflecting their pedagogical knowledge to adjust their teaching quality (Chong, 2018; Dalby & Swan, 2019; Sheard & Chambers, 2014)

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Discussion

Conclusion