Assessment In English Language Teaching Research Articles

The Implementation Of Authentic Assessment In English Language Teaching

This study aims to compare four types of authentic assessment in an educational context: project assessment, portfolio assessment, written assessment, and performance assessment. The research method used is library research. The research findings show that authentic assessment is effective in promoting deep concept understanding and application of knowledge in real situations. Project assessment provides students with opportunities to integrate skills and knowledge in tasks relevant to the real world. Portfolio assessment allows students to reflect on their development holistically through a collection of work. Simulation assessments give students the experience of applying knowledge in a structured context. Case study assessments develop critical thinking skills in complex situations. In conclusion, educators need to consider learning objectives and student characteristics in choosing the appropriate type of authentic assessment. This research provides practical guidance for educators in designing effective assessments that motivate students. The results of this study encourage further discussion and research on the development of authentic assessment methods in education.

Assessment in English Language Teaching: Assessment in Practice

Assessment in English Language Teaching: Assessment in Practice

The Scientific Basis of Authentic Assessment and Its Implementation in English as a Foreign Language Education

Authentic assessment is extensively accepted in higher education as an alternative assessment to replace or supplement traditional assessment. This paper examines the scientific basis, types, and characteristics of authentic assessment from the perspective of the supporting theories used in the research literature. Furthermore, this paper discusses the internal and external requirements of authentic assessment in English language teaching in terms of profession, students’ motivation and willingness, and the integrative nature of English language use. The paper concludes by pointing out the factors to consider in designing the tasks and rubrics for the implementation of authentic assessment.

Virtual Assessment in English Language Teaching during COVID-19 Pandemic: Challenges and Considerations in Bangladesh Perspectives

Background: 
 This study examines the methods of assessing the learners of English Language Teaching (ELT) learners virtually, obstacles both the teachers and students face in virtual assessment, the kind of renovations both teachers and learners have to accommodate for effective virtual assessment, and the imperative suggestions they have in terms of more fruitful and plausible assessment during COVID-19-like pandemics in the context of Bangladesh.
 Methodology: 
 10 teachers and 21 students from 5 renowned private universities in Bangladesh participated in the study. And it applied a mixed-method approach consisting of both qualitative and quantitative research methods.
 Findings: 
 The findings of the study revealed that all the teachers and students go through virtual assessment during the COVID-19 lockdown; the majority of them use Zoom Meeting App and Google Classroom for both summative and formative assessments in the form of mostly virtual viva voce, online assignment, and presentation; virtual assessment is time and money-saving, and has scheduled benefits; its disadvantages include, mainly, unstable internet connection across the country; and most suggest for both teachers’ and students’ training in dealing with technological devices and apps used for virtual assessment.
 Conclusion: 
 The major results of the research suggest that virtual assessment in ELT in the Bangladeshi context requires substantial technological modifications and renovations.
 Originality: 
 Since online assessment in ELT, like other academic disciplines, is in function in Bangladesh, better decisions on assessment methodology and, logically, more appropriate assessment policies can be formed. Conforming to this purpose, this research aims to unearth the existing challenges both teachers and learners encounter in virtual assessment and modifications recommended by them.

Critical Literacy in ELT Classroom Testing

Critical Literacy (CL) has lately influenced English Language Teaching (ELT) in Brazil, mainly after the publication of the National Guidelines for High School Teaching, and several practitioners have started to use CL perspectives in their ELT contexts. Besides, CL and Critical Language Education have been the focus of much research in Brazil. Nonetheless, these alternative approaches have not yet made their way into testing and assessment. This paper focuses on the relationship of CL and English Language testing. First, we present an overview of important concepts in the area of testing and assessment in ELT. We also discuss important concepts of CL and other critical approaches to ELT. Then, we briefly discuss the possibility of using CL together with CA in English teaching. To illustrate, we summarize a course in ELT, which has used CL and CA at university level. Finally, considering tests as part of the social practices in educational contexts, we demonstrate that, just as CL may be used for Citizenship Education and Social Justice in English classes, the same approach should be used when testing, particularly due to the use of language as a tool for social reconstruction and critique for the exposure of inequalities. Principles for developing critical practices in testing and assessment are discussed along the paper.

Online assessment in English language teaching in Vietnamese universities

Teaching and learning online has long been a popular mode in the world. However, for foreign language teaching and learning, which requires a lot of practice, online teaching and learning is not the best option. In recent years, with the spread of the coronavirus pandemic, online teaching and learning is no longer an optional mode but an obligatory one. This requires all educational policymakers and school administrators to apply appropriate methods of online assessments so that they can meet such requirements. This paper reports the results of a survey study of 94 English lecturers who experienced online assessment in universities in the South of Vietnam. Based on the analyses of the advantages and disadvantages of using online assessment, this paper suggests ways of selecting suitable methods and appropriate tools for online assessment. The research findings may contribute to the application of technology in language teaching and learning and suggest practical criteria for selecting appropriate assessment tools for online teaching and learning.

Formative assessment in English language teaching: exploring the enactment practices of teachers within three primary schools in Singapore

ABSTRACT This article explores formative assessment enactment practices of six lower primary teachers within three primary schools in Singapore. Using a case study approach, data from interviews and lesson observations were examined to determine teachers’ formative assessment enactment practices and the influences to their enactment attempts. Findings from the study suggest formative assessment implementation to be complex when the teachers conceptualized and then enacted their practice. The teachers were found to play out processes and practices related to formative assessment based on interpretations they held. The teachers’ institutional, social and cultural settings were also found to influence their enactment practices. The study discusses evidences drawn before outlining implications for formative assessment implementation in schools.

EDMODO IMPACTS: MEDIATING DIGITAL CLASS AND ASSESSMENT IN ENGLISH LANGUAGE TEACHING

This study aims at investigating the impact of the use of Edmodo on the digital class in the English learning assessment. This type of research is the method library research. This study uses journals and articles as reference to collecting data. To answer the literature review, the writer used data that is collected, studied, and treated then combined to get valid and relevant results by using the Internet as a medium to obtain data. In this paper there are three parts used to respond to the literature review: Terminology of Edmodo, Teaching Learning Process and Edmodo, and Edmodo Impact. Research shows that Edmodo's impact on digital classes in the English learning assessments students in the form of learning and made it easier for teachers to convey lessons, content, tasks, and file sharing easy access to all students. And with CBT, it makes it easier for teachers to assess a student's work with computer help. Edmodo became another evaluation so that the results of the examination were objective and accurate. Through Edmodo as a student's performance assessment mode, there is no cheating that students do in studying because students are working independently

The Significance of Non-traditional and Alternative Assessment in English Language Teaching: Evidence From Literature

Assessment is an integral part of teaching and learning in educational organizations that requires teachers to prepare tests in order to evaluate their learners’ performance. In language teaching contexts, traditional assessment often evaluates learners’ knowledge of previously learned language items. It is a mandatory process that determines the progress of language learners and the effectiveness of teaching/learning materials. This theoretical article reviews the literature on the notion of traditional assessment or static assessment which has certain shortcomings. Owing to the various drawbacks of static assessment, the review of related literature on the topic highlights and proposes alternative assessment methods, such as authentic assessment, dynamic assessment, peer assessment, and self-assessment. In contrast to traditional assessment, these different forms of alternative assessment share a common purpose that is to provide language learners with an opportunity to reflect on their strengths and weaknesses and set their future learning goals. The most common of the assessment methods that encourage learners' reflection were peer assessment and self-assessment which involve learners to assess their own progress as well as engage with peers in classrooms to give each other feedback on their language learning tasks assigned by teachers. The studies reviewed in this article illustrate that alternative assessment methods in the form of peer and self-assessment have a positive influence on the language learners' performance and their learning outcomes.

EDMODO IMPACTS: MEDIATING DIGITAL CLASS AND ASSESSMENT IN ENGLISH LANGUAGE TEACHING

Information technology-based instruction (e.g. using Edmodo) gains its popularity as it is likely to strengthen the role of teachers, schools, and parents for the sake of optimizing student learning outcomes. Therefore, this study explores how Edmodo was utilized to mediate digital class in English language teaching (ELT); how Edmodo facilitated students' engagement during the class; and how Edmodo mediated teachers to assess students' learning outcomes. A qualitative approach was employed and 286 students from a secondary school voluntarily participated during the study. Interviews, online mini-polling, and document analysis were deployed as data collection methods, and data were validated by triangulation and analyzed by following the interactive model of data analysis. It revealed that Edmodo was an effective mode to mediate digital class in ELT as the students could interact with their teacher, peers, and course contents effectively, both inside and outside the classroom. The students' engagement was also better in comparison to that of the face-to-face classroom. Finally, Edmodo well-mediated teachers to carry out the computer-based test (CBT); it was an accurate mode of assessment as no cheatings were facilitated; the validity, and reliability of the test could be favorably accomplished.

Language Assessment in English language teaching: A Washback of Indonesian Students’ Test in COVID 19 Situation

The objectives of this research were to discover the lecturer’s perceptions of the English formative assessment through online classroom testing and to determine the washback of students’ formative assessments through online classroom tests in English language teaching. This research employed the qualitative method, specifically a case study as a research design. The participants involved an eleventh-grade English lecturer and 25 students University students who were selected purposively. Semi-structured interviews and the students’ open-ended questionnaires were used to collect the data. The data were analyzed qualitatively through Miles and Huberman’s procedures. Data analysis revealed that: (1) an eleventh grade English lecturer had positive perceptions concerning the formative assessment understanding and several strategies of follow-up actions through online classroom tests by giving some feedback to the students in comprehending the materials and test; (2) the washback of formative assessments through online classroom was dominated by more positive washbacks than negative washbacks in the language testing. The results of 60% students indicated that they tend to be relaxed to complete the online test, 48% students regarded that their English lecturer had reviewed all of the materials at the end of the unit, including the exercise in online test-taking preparation, and 44% students assumed that an English lecturer provided the feedback for improvement. Therefore, it can be concluded that an English lecturer’s perception was appropriate with the positive washbacks that were obtained in the formative assessment through online classroom by giving feedback for the students.

The Implementation of Authentic Assessment in English Language Teaching

<p>This research aims to describe (1) teachers’ perceptions toward authentic assessment; (2) the implementation of authentic assessment; and (3) the effects of authentic assessment to the quality of English Language Teaching (ELT). The research method used in this study is qualitative research method, case study. The data were collected through in-depth interview with the teachers and the students, passive classroom observation, and document analysis toward syllabus, lesson plan, scoring rubric. The data were analyzed by using case study data analysis proposed by Yin (2002) consisting of examining, categorizing, tabulating, testing. The next step used in analysing the data was pattern matching. The findings of the research are: (1)teachers’ perception toward authentic assessment is assessment which can assess the students’ knowledge, skill, and attitude during the teaching and learning process; (2) the implementation of authentic assessment in English language teaching conducted in one of state senior high school in Surakarta includes types of authentic assessment, the steps of developing authentic assessment, documents used in implementing authentic assessment, teachers and students’ roles, teachers obstacles in implementing authentic assessment; (3) the implementation of authentic assessment affects to the quality of English language teaching. It can improve students’ motivation, interest, self-confidence, activeness, enthusiasm in learning English. The implementation of authentic assessment can also improve the students’ English ability and learning result.</p>

AUTHENTIC ASSESSMENT IN ELT: HOPES, CHALLENGES, AND PRACTICES

The aim of this paper is to provide an overview of the need of authentic assessment in English language teaching in Indonesia. After the implementation of 2013 curriculum (Discovery Learning Curriculum), the evaluation that must be done by teacher is not only emphasized on cognitive domain but also in psychomotoric and affective domains. The authors reviewed the authentic assessment from both the information literacy and instructional design which can be applied by EFL teachers in their classes. Overall, this paper gives an outlook on what, why and how all about authentic assessment in ELT.

Summary/Commentary on Session "Assessment in English Language Teaching: Reviewing Essentials"

Summary/Commentary on Session "Assessment in English Language Teaching: Reviewing Essentials"

Summary/Commentary on Session "Assessment in English Language Teaching: Reviewing Essentials"

Summary/Commentary on Session "Assessment in English Language Teaching: Reviewing Essentials"

DESIGNING AFFECTIVE INSTRUMENT BASED ON SCIENTIFIC APPROACH FOR ENGLISH LANGUAGE LEARNING

This research was describing the designing of instrument for affective assessment in English language teaching. The focus of the designing was only for observation sheet that will be used by English teachers during the teaching and learning process. The instrument was designed based on scientific approach that has five stages namely observing, questioning, experimenting, associating, and communicating. In the designing process, ADDIE Model was used as the method of research. The designing of instrument was considering the gap between the reality and the teachers’ need. The result showed that the designing was also notice to the affective taxonomy such as receiving, responding, valuing, organization, and characterization. Then, three key words were used as the indicator to show the five levels of affective taxonomy such as seriously, volunteer, and without asked by teacher. Furthermore, eighteen types of affective such as religious, honesty, responsible, discipline, hard work, self confidence, logical thinking, critical thinking, creative, innovative, independent, curiosity, love knowledge, respect, polite, democracy, emotional intelligence, and pluralist were put on each stage of scientific approach. So, it is hoped that can be implemented in all of context of English language teaching at schools and can assess the students’ affective comprehensively.

Assessment in English Language Teaching and Learning

“Assessment is an integral aspect of the pedagogical process of designing lessons, implementing them, and evaluating their success.”[1]. Through assessment, teachers can get feedback from students about whether their teaching are effective or not and do they accomplish the aims and objectives that they set for the lessons. It works not only on teachers but also on students. This paper will examine some issues that we need to take into account when conduct an assessment with the comparison of the CEFR Global Scale and MASUS Procedure. With appropriate assessment, the English language teaching and learning can be more effective. Before the lessons, teachers can make sure that students are on the right level of class. During the lessons, teachers can get the detailed information of the students themselves. Whether they grasp a certain grammar point or whether they understand a particular activity etc. After the class, teachers can check whether students reached the aims and objectives of the programs through assessment and which level they are reached.

School-based Assessment in English Language Teaching: Weighing the cow will not fatten it

Education systems of the 21 st century face the challenge of reflecting the needs of an extremely dynamic global society. Of paramount importance is students’ aptitude for life-long learning; a quality that needs to be fostered and enhanced by sustainable assessment practices that focus on promoting learning instead of merely testing existing knowledge and skills. Within any contemporary educational system, school-based assessment (SBA) may be utilised to promote higher-order thinking skills. SBA is especially valuable in English language learning which involves the acquisition of a variety of linguistic and communication skills. In the South African system, however, SBA in English classrooms seems to amount to nothing more than regular summative testing, grading and record keeping of marks to satisfy bureaucracy and prepare candidates for high-stakes examinations

AN AUTHENTIC ASSESSMENT ON SENTENCE COMPLEXITY TOWARD INDONESIAN EFL STUDENT’S WRITING PRODUCTION

Linguistically, the more complex clause a sentence implements, the more complex the grammar it embed. A simple clause, as opposing the complex clause, consists of a subject and a verb with optional object or complement. However, Biber et.al. (2011) has proved that complexity of a clause attached in a sentence fails to indicate the complexity of a sentence in writing composition. Furthermore, they indicated the stage of the acquisition of complexity features of writing, including that of in L2 of English. This present study aims at investigating how the frequency of complex sentence produced by Ganesha University of Education students different from that of by professional academic writer, to assess students’ writing ability. The complexity features of writing comprise: 1) fnite dependent clause types; 2) non-fnite dependent clause; and 3) dependent phrase types (non-clausal). Theoretically, the implication of the study aims to beneft the development of teaching writing through authentic assessment process. Providing assessment with diagnostic feedback on areas of needed improvement through authentic assessment in English language teaching has become a solution due to its signifcance for language learner (Brown & Abeyvikrama, 2010: 254). Corpus-based analysis is conducted allowing great number of data to be analyzed to generate more reliable generalization (Baker, 2010). The corpus data and the frequency of sentence complexity as represented by selected features of (Biber et al., 2011), are annotated using CLAWS part-of- Made Wahyu Mahendra, An Authentic Assessment.... 46 . speech tagger hosted by Ucrel, and are calculated by Ant.Conc 3.2.4 corpus software. The fndings projects surprisingly occurrence in which undergraduate students utilizes clausal sentence rather than phrasal sentences. It becomes indication that the students are in the early developmental stage of complexity in writing.

LEARNING ASSESSMENT AND PROFESSIONAL DEVELOPMENT ON ENGLISH LANGUAGE TEACHING PROFESSORS

The present research investigates the professional progress of English language teachers related to the language assessment and teaching methodologies and represents a theoretical planning of the field of curriculum and assessment in English Language Teaching and its effect in terms of professional and qualified development. Assessment is an essential section of the educational process, as it controls whether or not the goals of instruction are being achieved. Assessment influences decisions about ratings, assignment, improvement, instructional requirements, curriculum, etc… A qualitative connection between theory and implementation of well-developed practices in assessment contribute to positive achievements to in-service teachers. The major achievement of the study is that English teachers' professional progress is eloquent only if the assimilated information is applied in their environment. Article visualizations: