PRACTICE ASSESSMENT OF ENGLISH TEACHERS IN STATE MADRASAH SCHOOL IN MATARAM CITY
Main Article Content
Abstract
This study aims to describe the assessment practices carried out by English teachers of state madrasah schools in Mataram City at the stages of planning, implementation, supervision, and recording. In this descriptive study, the researcher used qualitative and quantitative descriptive approaches. A total of 18 teachers from both state MTS and MA in the city of Mataram participated in the study. The data collection technique used a questionnaire in the form of a google form containing a number of statements related to the assessment practice at the four stages of the assessment with the answer format using a Likert scale with a range of answers strongly disagree, disagree, not sure, agree, and strongly agree. The data were the results of the average calculation of each item was analyzed descriptively. The results of the study showed that (1) teachers were not sure to ask for parental approval before the assessment was carried out, (2) teachers agreed that the assessment was carried out within a certain time, according to the situation and conditions and accompanied by feedback, (3) teachers felt hesitant to share the findings of the assessment with fellow teachers and the involvement of parents in the assessment process, and (4) the teacher felt aware and responsible for recording or documenting the results of the assessment that were carried out. Thus, assessment is an important part that cannot be separated from learning activities and teachers are expected to keep conducting assessments.
Article Details
How to Cite
Pauzan, P., & Ribahan, R. (2022). PRACTICE ASSESSMENT OF ENGLISH TEACHERS IN STATE MADRASAH SCHOOL IN MATARAM CITY. English Review: Journal of English Education, 10(3), 957-964. https://doi.org/10.25134/erjee.v10i3.6819
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References
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Ahmet, E. Y., & Mehmet, T. (2018). Understanding language assessment literacy: Developing language assessments. Journal of Language and Linguistic Studies, 14(1), 178–193.
Armstrong, J. E., & Harman, W. W. (2019). Strategies for conducting technology assessments. Routledge.
Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy and Practice, 25(6), 551–575. https://doi.org/10.1080/0969594X.2018.1441807
Büyükkarci, H. A. K. (2019). Teachers’ perceptions of assessment in EFL classes at Turkish science and arts centers. International Journal of Languages Education, 7.2(7.2), 294–318. https://doi.org/10.29228/ijlet.12383
Cheng, L., & Fox, J. (2017). Assessment in the language classroom: Teachers supporting student learning. Bloomsbury Publishing.
Cheng, M. H., & Chang, S. F. (2017). Frailty as a risk factor for falls among community dwelling people: Evidence from a meta-analysis. Journal of Nursing Scholarship, 49(5), 529–536. https://doi.org/10.1111/jnu.12322
Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2017). Exploring relations between formative and summative assessment. In C. Acuna (Ed.), Transforming assessment (pp. 53–80). Springer. https://doi.org/https://doi.org/10.1007/978-3-319-63248-3_3
Faber, J. M., Luyten, H., & Visscher, A. J. (2017). The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment. Computers and Education, 106, 83–96. https://doi.org/10.1016/j.compedu.2016.12.001
Fitriani, D. (2019). Assessment practices: Challenges and opportunities faced by EFL teachers. LINGUA: Jurnal Bahasa Dan Sastra, 20(1), 77–83.
Hafid, E. (2017). Assessment in Islamic higher education. Journal of Islamic Education Policy, 1(1), 18-25. https://doi.org/10.30984/j.v1i1.404
Kazemi, E. (2018). The demands of the rights of the learner. Democracy & Education, 26(2), 1-4.
Kirkgoz, Y., Pinar Babanoglu, M., & Ağçam, R. (2018). Turkish EFL teachers’ perceptions and practices of foreign language assessment in primary education. Journal of Education and E-Learning Research, 4(4), 163–170. https://doi.org/10.20448/journal.509.2017.44.163.170
Lent, R. W., & Brown, S. D. (2019). Social cognitive career theory at 25: Empirical status of the interest, choice, and performance models. Journal of Vocational Behavior. 115(3), 103316. https://doi.org/10.1016/j.jvb.2019.06.004
Lippmann, M., Danielson, R. W., Schwartz, N. H., Körndle, H., & Narciss, S. (2021). Effects of keyword tasks and biasing titles on metacognitive monitoring and recall. Metacognition and Learning, 16(1), 233–253. https://doi.org/10.1007/s11409-020-09246-4
Maba, W., & Mantra, I. B. N. (2017). An analysis of assessment models employed by the Indonesian elementary school teachers. International Journal of Social Sciences and Humanities, 1(1), 79–86. https://doi.org/10.29332/ijssh.v1n1.38
Manotumruksa, J., Macdonald, C., & Ounis, I. (2020). A contextual recurrent collaborative filtering framework for modelling sequences of venue checkins. Information Processing and Management, 57(6), 102092. https://doi.org/10.1016/j.ipm.2019.102092
Meiryani, M., Prisilia, S., Nelviana, N., Bramulya Ikhsan, R., & Salim, G. (2021, September 27-29). The effect of corporate social responsibilities on financial performance in manufacturing sector listed in indonesia stock exchange. ACM International Conference Proceeding Series,
Macau, China.
Moedjiono, S., Nurcahyadi, & Kusdaryono, A. (2018). Media interactive learning and biology subjects implementation with augmented reality application. Proceedings of the 2nd International Conference on Informatics and Computing, ICIC 2017 (pp. 1-6). IEEE Explore.
Moremi, K. T. (2021). The significance of English for specific purposes approach for first year law degree students at the University of Limpopo [Unpublished thesis,]. University of Limpopo
Nimehchisalem, V., & Abdalla, M. M. (2020). Assessment beliefs and practices of Libyan secondary school English language teachers. International Journal of Applied Linguistics and English Literature, 9(6), 99-109. https://doi.org/10.7575/aiac.ijalel.v.9n.6p.99
Nurhidayat, N., Jariono, G., Sudarmanto, E., Kurniawan, A. T., Triadi, C., & Anisa, M. N. (2021). Teacher strategy in reducing hyperactive behavior of children with special needs during pandemic covid-19 at Slbn Sukoharjo. International Journal of Economy, Education and Entrepreneuship, 1(1), 79–86.
Santika, L., Pargito, P., Ambarita, A., & Rochmiyati, R. (2022). Development of an attitude assessment instrument pertaining to the thematic learning of second grade elementary students. , 1(2), . Asian Journal of Educational Technology, 1(2), 78–84. https://doi.org/https://doi.org/10.53402/ajet.v1i2.45
Tosuncuoglu, I. (2018). Importance of assessment in ELT. Journal of Education and Training Studies, 6(9), 163-167. https://doi.org/10.11114/jets.v6i9.3443
Valenthine, H. (2018). An analysis of students’ speaking ability of the second semester at English study program of Islamic University of Riau [Unpublished thesis]. Universitas Islam Riau.
Whiley, D., Witt, B., Colvin, R. M., Sapiains Arrue, R., & Kotir, J. (2017). Enhancing critical thinking skills in first year environmental management students: a tale of curriculum design, application and reflection. Journal of Geography in Higher Education, 41(2), 166–181. https://doi.org/10.1080/03098265.2017.1290590
Xu, Y., & Brown, G. T. L. (2017). University English teacher assessment literacy: A survey-test report from China. Papers in Language Testing and Assessment, 6(1), 133–158.
Yuliandasari, A., & Kusriandi, W. (2018). Students’ perception on English club extracurricular in speaking practices at Madrasah. Academic Journal Perspective : Education, Language, and Literature, 3(2), 305-315. https://doi.org/10.33603/perspective.v3i2.1670
Zulaiha, S., Mulyono, H., & Ambarsari, L. (2020). An investigation into EFL teachers’ assessment literacy: Indonesian teachers’ perceptions and classroom practice. European Journal of Contemporary Education, 9(1), 189-201. https://doi.org/10.13187/ejced.2020.1.189