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Teachers’ views on classroom-based assessment: an exploratory study at an Islamic boarding school in Indonesia

Teachers’ views on classroom-based assessment: an exploratory study at an Islamic boarding school... This study explores six secondary school English as a Foreign Language (EFL) teachers’ views on classroom-based assessment at an Islamic boarding school in Lombok, Indonesia. Researching teacher views is important as a significant curriculum reform which mandates teachers’ use of formative assessment practices within the classroom is planned for implementation by the Indonesian government in 2020. Results from this study found that teachers tended to view classroom-based assessment from summative rather than formative perspectives. A strong emphasis was placed on assessing students’ attitudes and behaviour in classrooms alongside their academic ability. Grades and test scores were also seen as a way to hold students accountable to their teachers and parents for their learning and achievement. This article highlights the challenges of implementing formative assessment practices within the classroom in a traditional, hierarchical society. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asia Pacific Journal of Education Taylor & Francis

Teachers’ views on classroom-based assessment: an exploratory study at an Islamic boarding school in Indonesia

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Teachers’ views on classroom-based assessment: an exploratory study at an Islamic boarding school in Indonesia

Abstract

This study explores six secondary school English as a Foreign Language (EFL) teachers’ views on classroom-based assessment at an Islamic boarding school in Lombok, Indonesia. Researching teacher views is important as a significant curriculum reform which mandates teachers’ use of formative assessment practices within the classroom is planned for implementation by the Indonesian government in 2020. Results from this study found that teachers tended to view classroom-based...
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Publisher
Taylor & Francis
Copyright
© 2020 National Institute of Education, Singapore
ISSN
1742-6855
eISSN
0218-8791
DOI
10.1080/02188791.2020.1761775
Publisher site
See Article on Publisher Site

Abstract

This study explores six secondary school English as a Foreign Language (EFL) teachers’ views on classroom-based assessment at an Islamic boarding school in Lombok, Indonesia. Researching teacher views is important as a significant curriculum reform which mandates teachers’ use of formative assessment practices within the classroom is planned for implementation by the Indonesian government in 2020. Results from this study found that teachers tended to view classroom-based assessment from summative rather than formative perspectives. A strong emphasis was placed on assessing students’ attitudes and behaviour in classrooms alongside their academic ability. Grades and test scores were also seen as a way to hold students accountable to their teachers and parents for their learning and achievement. This article highlights the challenges of implementing formative assessment practices within the classroom in a traditional, hierarchical society.

Journal

Asia Pacific Journal of Education – Taylor & Francis

Published: Apr 3, 2021

Keywords: Formative assessment; summative assessment; classroom assessment; assessment for learning; teachers’ views; Islamic-based schools; Indonesia

References

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