Between Practice and Perception: Formative
Assessment Used by EFL Novice Teachers and Students’
Responses toward the Implementation in Offline Classroom Mode
Zahrotuz Zainiah1, Syafi’ul Anam2, Tengsoe Tjahjono3 Universitas Negeri Surabaya, Indonesia1,2,3
E-mail: [email protected]1
Submitted: 17/06/2021 Revised: 20/06/2021 Accepted: 28/07/2021 E-ISSN : 2579-4574 P-ISSN : 2549-7359
Abstract. This study aims to 1) investigate the ways of EFL novice secondary school teachers conducted Formative Assessment (FA) in offline classroom mode 2) investigate its implementation based on the five key strategies of FA 3) reveal students’ responses toward teachers’ implementation of FA in the classroom. The participants of this study were five EFL novice teachers and five students of several secondary schools in East Java, Indonesia.
This study employed qualitative research and semi-structured interview to collect the data.
Results showed that teachers use various ways to conduct the FA in the classroom, such as giving quizzes, observing the students’ attitudes, asking the students to make learning diary, and asking them to do self-assessment. It is also noted that the teachers employed the five keys strategies of FA, even though there is still a limitation found in the first strategy. Furthermore, students perceive the teachers’ implementation of FA both in positive and negative ways. Students also found that there are benefits of FA that they can grasp such as the awareness of their capability, as well as the sense of achievement that maybe helpful to grow their sense of responsibility to their learning experience.
Keywords: EFL Classroom; EFL Novice Teachers; Formative Assessment; Students’ Perception
https://ojs.unm.ac.id/eralingua
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INTRODUCTION
Assessment is a crucial part of teaching and learning process. Teachers frequently spend half of the time in the classroom to assess students’ learning progress (Stiggins & Conklin, 1992). There are two kinds of assessment that complete one another namely summative and formative assessment. Summative assessment, is known to summarizes what the students have learnt during a course and is usually done at the end of the semester or the course (Brown &
Abeywickrama, 2018). This kind of assessment gives the teachers the idea of students’ accomplishment upon learning objectives that have been set up, but does not give the opportunity to feedback giving in order to improve students’
performance.
It is also mentioned that summative assessment usually associates with the idea of traditional test which are way too stressful to students. Even though the teachers design the test for the purpose of facilitating learning and teaching, the test used would be considered as summative assessment if it emphasizes scoring over the feedback giving. Thus, relying to only summative assessment would not be efficient in a sense it does not give much contribution to the opportunity for learning improvement., while students’ performance depends on the appropriate feedback from the teacher.
In regards to the issues brought by summative assessment; the term formative assessment has also raised consequently. Formative Assessment (FA) is defined as the activities employed by the teachers and students that provide information of students’ achievement that is to be used as feedback to refine the teaching and learning activities they are involved (Black & Wiliam, 1998). Formative assessment takes a crucial part in students’ learning progress. It is stated that the use of FA in efficient ways will be helpful to provide information on students’
achievement to move learning forward (Heritage, 2007). It is also mention that the most important defining feature of formative assessment that summative assessment does not have is feedback giving (Ketabi & Ketabi, 2014). By giving feedback, teachers will be able to avoid negative washback derived from the traditional testing.
Wiliam (2011) proposed five key strategies in implementing Formative Assessment. They are “sharing learning intention, eliciting evidence of achievement, providing feedback, activating students as instructional resources for one another, and activating students as owners of their own learning.” (p.19). The first strategy emphasized the helpfulness of knowing the learning goals for the students. It was also stated that sharing learning goals with the students in the classroom is relatively new. The second strategy emphasized “the process of eliciting such evidence is done mainly on the fly.” (Wiliam, 2011, p. 176) Teacher are usually well- prepared about the activity to be done in the classroom while overlooked for the preparation in gaining the information about where the students’ ability stand.
The third strategy was the crucial point to be implemented in the classroom. Through giving feedback, students will have the idea on what they have to improve and what learning strategies to adopt in order to achieve the learning goals. The fourth strategy emphasized the possibility to have the students taking
advantage of the other students as the learning resources. Students were encouraged to work collaboratively to maximize their potentials as the learning resources so that the knowledge of a certain student will be helpful for the other students. The last strategy dealt with the notion of independent learning, that is the students need to take the full responsibility of their own learning progress.
In regards to the implementation of FA in EFL classroom, several studies in EFL context around the globe have been conducted (Chen & Zhang, 2017; Guadu &
Boersma, 2018; Guo & Xu, 2020; Mohamadi, 2018; Saito & Inoi, 2017). A study of Guo and Xu (2020) investigated the use of FA strategies in EFL writing instruction in China. This research was done quantitatively involving 362 teachers. This study revealed the weak implementation of FA strategies, since teachers used a limited amount of FA strategies. Another study of Mohamadi (2018) attempted to investigate the effect of online summative and formative assessment in EFL classroom in Iran on students’ writing ability. This was also done quantitatively using paired sample t-test and analysis of covariance. The results showed that using technology and teaching techniques with the appropriate assessment strategies is a way to make learning more efficient. A study of Saito and Inoi (2017) aimed to examine the differences in the use of FA by the teachers in Japanese EFL secondary schools. The study used an explanatory sequential mixed-method design. Results revealed similarity between the two teachers in the high-FA use group. It is also found that there are differences among the two high-FA teachers and a low-FA use teacher that seemed to appear in the lesson goals, but differences were not apparent in methods, purposes, or feedback.
The previous studies were mostly done using quantitative and mixed- method design. There is a few research conducted using qualitative method.
Moreover, there is a little attention to the forms of FA used in the classroom, and the notion of how the students perceive and feel about the implementation of FA in EFL classroom. Furthermore, there is also little studies conducted in Indonesian EFL classroom context. Therefore, concerning the previous research aims and findings, more studies on the implementation of Formative Assessment in EFL classroom was still worth doing, especially in Indonesian secondary school context. Thus, this study aimed to investigate the ways of EFL novice secondary school teachers conducting Formative Assessment (FA) classroom, as well as to investigate the FA strategies employed in the classroom, and to reveal students’ responses toward the implementation of FA in the classroom.
RESEARCH METHOD
This study employed qualitative study to address the research questions. It involved five EFL novice teachers (all female) and five students (three male, two female) of several secondary schools in East Java, Indonesia. The rationale of having female teachers as the participants was due to the participants’ willingness and consent toward the study. The selection of the students was based on the teacher’s reference. To collect the data, the researchers used semi-structured interview in order to get in depth information. Before conducting the research, the researchers contacted the teachers in order to ask for their consent, whether they were willing to participate in the study. Moreover, the researchers also asked for help to the
teachers in assigning one student to be interviewed as well. Consequently, there were five teachers and five students were willing to participate in this study.
The involvement of the students was to make sure that there is no gap between the information given by the teachers with the practices in the classroom.
Moreover, the interview result of the students would be beneficial to answer the third research question that is related to their perception about their teachers’
assessment practices. The interview was done by using mobile phone in their first language, Bahasa Indonesia, to make sure that there are no language barriers in the interview process. It would also ease the participants to express their thoughts and feeling. After collecting the data, the researchers transcribed the interview audio.
Then, the researchers organized and selected the necessary data that would correspond to the research questions. Finally, the data would be described as well as discussed to explain the result of the study.
RESULT AND DISCUSSION
Ways to Conduct Formative Assessment
From the data gathered by the interview, there are several ways to conduct formative assessment that are employed by the five teachers namely learning diary, observation, short quizzes, and self-assessment. The results can be seen in the following table.
Table 1. Ways of Conducting Formative Assessment Teacher Kinds of FA used
A Learning diary, Observation
B Short quizzes
C Short quizzes, self-
assessment
D Self-assessment, Observation
E Short quizzes
Learning diary in this research, as it is explained by teacher A, is a record or a journal of students’ learning and achievement. It contains of students’ reflection of what materials or topics they have and have not mastered yet. Meanwhile, observation in this research is defined as teachers’ act to actively search and observe the students in order to gain information about their learning. Short quizzes in this research is meant as a short test of students’ knowledge that is held after the completion of specific topics or learning objectives. Furthermore, self- assessment that is meant by this research is the act of students of making an evaluation of their own performance of a certain task. It can be seen that the five teachers conducted formative assessment in various forms. The ways of conducting
FA that commonly used among them is through short quizzes. They explained that using short quizzes in the classroom is relatively efficient.
“I frequently give my students short quizzes after a unit is done. Giving them a short quiz is effective and not time consuming” (Teacher B)
“the result of quick quiz is quite quick to analyze rather than any other ways.”
(Teacher E)
“analyzing students’ answer to a short quiz is efficient compared to reading students’ reflection of their learning.” (Teacher C)
Moreover, there are also other ways to conduct FA done by the teachers, such as through learning diary, observation, and self-assessment. Teacher A for instance, she explained that learning diary is effective to employ in a sense that it gives the teachers idea of the students’ feeling toward the teaching and learning process even though, the activity of analyzing the diaries were exhausting.
“assigning my students to make a learning diary enables me to get the information of their learning difficulties. It also helps me to know their feelings, whether they enjoy my way of teaching or not. It is a kind of reflection for my teaching practice, too. Sometimes I find it very interesting to read every single diary but on the other hand, it is really exhausting.”
(Teacher A).
Teacher C and teacher D did the formative assessment through students’
self-assessment to diagnose the difficulties. Teacher D for instance, she asked her students to self-assess themselves after doing a performance task. Meanwhile, teacher C asked the students to make a self-assessment sheet after completing a unit.
“After my students perform their speaking, I usually have them to grade themselves based on rubrics. I also ask them to write what are the strength and weaknesses of their performance. Finally, I double check their self- assessment sheet with my own observation during their performances.”
(Teacher D)
“I ask my students to do self-assessment. Usually, I’ll have them making a self- assessment sheet comprising a writing of what they have learnt, what materials they found difficult, and what they will do to overcome the difficulties.” (Teacher C)
Another way to conduct FA is through observation. It is used by teacher A and teacher D to detect students’ difficulty in receiving the material. Teacher D for instance, she explained that in order to gather evidence to support the other FA procedure.
“If it is in the classroom, I always try to observe my students whether they have any trouble in understanding the materials.” (Teacher A)
“I also observe my students’ performances in the classroom, to get the information to support the evidence of what they have written in their self- assessment sheet.” (Teacher D)
The results showed that there are various ways of conducting formative assessment in the classroom, with short quizzes as the most commonly used among the teachers. The use of quiz for the purpose of formative assessment is in line with several previous research (Lien & Phuong, 2020; Puspitayani et al., 2020; Xu & Liu, 2009). They investigated the implementation of quiz in the classroom as a tool for formative assessment. Despite the different kinds of quiz used in the classroom among the previous research, it can be shown that quiz is useful for conducting classroom formative assessment. It is also noted that self-assessment also frequently used by the participants of the study. The use of self-assessment formatively is also depicted by several studies (Burner, 2015; Lee, 2011; Noonan &
Duncan, 2005). Noonan & Duncan (2005) for instance, they see self-assessment as a way to initiate the principles of formative assessment.
In selecting certain ways of conducting FA in the classroom, teachers have different and similar rationales. For instance, teacher A considered to use learning diary because she would love to know her students’ sense of learning ownership as well as their feeling in learning English. Moreover, she also used observation to know her students’ difficulty in receiving the materials.
“I prefer to have my students writing learning diary since that log contains everything. It covers their achievement, feeling, as well as their solution to overcome the problems they may have. The document gives me a rich and honest data of what my students have gone through their learning. I also want to trigger their sense of learning ownership as it is important for someone’s success.” (Teacher A)
“The observation I did in the classroom is actually one way to gain the information of my students’ difficulties in understanding the topic. I can see it through their expression as well as their body language.” (Teacher A)
Teacher B, C, and E would prefer to use short quizzes is because they consider it as effective and efficient.
“Giving my students this short quiz is quick and effective. I can directly know the errors they make and then have a discussion on what they felt difficult to learn. It is a way faster than any other ways, I assume.” (Teacher B)
“I frequently use short quiz in the classroom in order to get the immediate information of my students’ learning. It is quite helpful and quick.” (Teacher C).
“Giving my students a short quiz is fun and less tension. I also have a quite quick preparation before giving the quiz. It is beneficial in a sense that my students will not be feeling threatened by the quiz and I can get the result immediately.” (Teacher E).
Teacher C and D also mentioned their rationales of conducting self- assessment in the classroom. They consider self-assessment as a tool for students to be able to assess their own learning.
“If I can look for my students’ difficulties from the short quiz, they also can do it from the self-assessment sheets. That’s two point of views. In the sheets, they have to write what they do not understand as well as what they can do for it. Thus, self-assessment and short quiz are good match.” (Teacher C)
“I prefer to use self-assessment because I consider it as an authentic way of assessing one’s performance. I can simply assess their knowledge from the exams, while self-assessment sheets are helpful in a sense that they contain of my students’ achievement in details, written honestly by themselves. That’s what I called authentic. Nevertheless, I also double check what they have written in the sheets by conducting my own observation” (Teacher D).
The Implementation of FA in the Classroom
Results show that teachers employ several key strategies of FA, referring to the ones proposed by Wiliam (2011). This subsection will provide the information on how the five strategies used by the teachers in conducting FA.
1. Sharing learning intentions
This strategy requires the teachers to ensure that the students are well- informed about what they are going to learn. The result shows that teachers did inform the student the learning objective before they begin the lesson.
“I usually inform my students what they are going to learn that day before starting the lesson. I might say like today we are going to learn to write a greeting card” (Teacher B)
“I simply tell them what topic that they are going to learn that day.” (Teacher E)
“I always tell my students the materials they are going to study at the same day.” (Teacher A)
2. Eliciting evidence of achievement
The second strategy refers to the ways of the teachers collected the information about their students’ ability. This can be shown from the previous section discussing the way teachers obtain the data for formative assessment, that is from learning diary, observation, short quizzes, and self-assessment sheet.
“Beside seeing the results of their terms, I usually ask them to make a learning diary.” (Teacher A)
“I also observe their attitudes in the classroom. Sometimes it gives me the information of how far they understand the materials.” (Teacher D)
“I frequently give my students short quizzes after a unit is done.” (Teacher B)
“I ask my students to do self-assessment. Usually, I’ll have them making a self- assessment sheet.” (Teacher C)
3. Providing feedback
After the teachers get the information on students’ achievement through several ways mentioned, they stated that they would give a feedback to their students in the form of scores, written feedback, and oral feedback.
“The feedback is in the form of score, since it is a quiz.” (Teacher B)
“I usually write them a comment and a motivating feedback to build their willingness to improve their ability.” (Teacher A)
“ I give a direct feedback after they have performed the tasks.” (Teacher D) 4. Activating students as instructional resources for one another
One way to enhance students’ participation in the classroom is to enable them learning from one another. This can be done in various ways. For instance, teacher E encourages the students who have better understanding on certain topic to explain the material to their friends. Moreover, teacher B also encourages her students to learn in groups and ensures that there is one student superior over the others.
“After knowing the score and in which materials they found difficult, I usually ask one of the students who has the best score to explain to his friends classically.” (Teacher E)
“When the result of the quiz is informed, I usually ask my students to work in group, with one student has better score to be the tutor of the group and find free and enjoyable way to study in group.” (Teacher B)
5. Activating students as owners of their own learning
This strategy leads to the notion of independent learning, where students are the one who responsible of their learning progress. They have to be able to decide what best to do in order to improve their learning. Teacher A encouraged her students to write the learning diary as well as the way to improve their ability.
Moreover, teacher C also requires her students to detect their weaknesses as well as the solution to overcome the weaknesses.
“The learning diary does not only cover their learning experience and feeling, it also ended up with a possible learning activity that my students can do to increase their abilities.” (Teacher A)
“Usually, I’ll have them making a self-assessment sheet comprising a writing of what they have learnt, what materials they found difficult, and what they will do to overcome the difficulties.” (Teacher C)
As we can see from the first strategy, teachers stated that they have shared the learning intentions, but it is still far from the concept proposed by Wiliam (2011).
The implication of this strategy suggests that it needs a lot of explanation about the objective and the way to achieve such goals, rather than simply telling the students about it without any further guidance. This strategy requires both teachers and students collaboratively discussing the essential aspect of the learning goals and framing them into a purposeful teaching and learning activities.
Some studies in primary and secondary education also showed that teachers tend to face difficulty in clarifying the learning intention to the students (Antoniou & James, 2014; Kippers et al., 2018). This shows that teachers need to find the solution in overcoming the difficulty of sharing the idea of learning expectations or goals to the students. For instance, teachers can find ideas from several literatures on strategies on how to share the learning goals to the students appropriately and effectively.
The second strategy relates to the ways of gathering the information on students’ achievement. The result shows that teachers use various ways to obtain students’ evidence of achievement. They rarely have difficulties in gaining information on the students’ achievement since it can be done in the classroom through many ways. This result shows positive connection to the previous studies (Antoniou & James, 2014; Heritage et al., 2009; Volante & Beckett, 2011). They revealed that teachers use a large variety of activities in gathering the information of students’ learning. This implies that teachers are encouraged to carry out a lot of evidence to gain information on their students’ learning achievement rather than to only rely on a single form of assessment.
The third strategy emphasizes feedback giving. As explained by the participants, they provided the students in various format of feedback. They gave the feedback in score form, written, and oral. This result shows that formative assessment gives opportunity to the teachers in giving appropriate feedback that will be helpful for the students to think of the way they learn English in the
classroom (Huang, 2016). The fourth and fifth strategies emphasize students’
involvement in the teaching and learning process. Through the implementation of FA in the classroom, students are encouraged to be more engaged and responsible to their learning process (C. Jacoby et al., 2014).
Students’ Positive and Negative Responses toward FA used by the Teachers
Several students perceive the FA in the classroom in positive way. They mentioned that it was fun, less anxious, and somehow motivating. Student B for instance, he explained that the way his teacher giving the students a quiz is fun.
Moreover, student E also explained that whenever her teacher gives a quiz, she is always motivated. Furthermore, student C said that short quiz has less tension rather than the other kind of test.
“I always feel fun when my teacher gives a quiz in the end of the lesson, because there is a certain duration to complete the question. It requires all of the students to think quickly and precisely. If the time is up, they will miss the chance.” (Student B)
“Sometimes I fell tensions when doing a test, especially the mid or end terms.
But having such a short quiz lets me feel less anxious, especially when the teacher said that it has nothing to do with the final score.” (Student C)
Another positive response comes from student A. She enjoyed making learning diary since she felt free to write and to express her feeling without any hesitation. Moreover, student D was also helped by the self-assessment activity arranged by his teacher.
“I love to make learning diary. It is just like making a personal diary but with purposeful way. I feel free to write everything about my English learning because my teacher will not grade it. Moreover, I enjoy writing something I feel rather than express it in oral” (Student A)
“I learn a lot when my teacher asked me to do self-assessment. I am the one who knows myself better than anyone else should be.” (Student D)
Student D goes further by explaining that by the self-assessment sheets he made, he is able to grow the awareness of his capability, in terms of knowing his strength and weakness in English. He added that though reading the self- assessment sheets, he is able to seek for the appropriate strategy to improve his weaknesses. He also stated that he is helped by the FA in the classroom, as it gives the sense of achievement in every completion of the task.
“The sheets are really helpful for me, in a sense that it contains my reflection on what I have mastered and have not. The information there will be helpful for me to look for better strategy to master the aspect that I haven’t
mastered yet. It also allows me to feel the atmosphere of achieving something after I write all of the things I have learnt. ” (Student D)
Even though several students perceive the FA positively, there is also negative response produced by the students in perceiving the FA. For instance, Student C explained that he sometimes found difficulty in assessing himself after completing a task. Moreover, student E sometimes felt very sudden in doing quick quiz. He explained that he is less prepared.
“ I found difficult to decide what to write in self-assessment sheet. I also do not know whether I have mastered certain ability well or not, or I just can do it. I guess my teacher is more capable to assess my performance” (Student C)
“Sometimes, I feel upset that I have to do a sudden quiz. I guess, I am not prepared for it well.” (Student E)
The positive responses given by the students were vary from the sense of fun that FA brings, the less tension felt by the students, and also the sense of motivation. Hudson and Bristow (2006) also found that formative assessment can be very fun in a sense that they brought an interactive quiz game into the classroom. Furthermore, there is also benefit that students can get from the FA, such as increasing the awareness of their strength and weaknesses as well as gaining the sense of achievement so that they will be able to be responsible to their learning experience (C. Jacoby et al., 2014; McCallum & Milner, 2021). Meanwhile, the negative response given by the student that is related to the incapability of doing self-assessment may relate to the assumption that teachers are the only trustworthy assessors in the school (Bryant & Carless, 2010)
CONCLUSION
This current study revealed that EFL novice secondary school teachers employed various ways in conducting Formative Assessment, such as through learning diary, observation, short quizzes, and students’ self-assessment. In implementation phase, teachers used several strategies namely sharing learning intention, gathering evidence of achievement, giving feedback, activating students to be the learning resources, and activating students as the learning owners. But there is still a limitation found in its implementation, especially on the first strategy.
Regarding to students’ responses toward the implementation of Formative Assessment in the classroom, they perceive it in both positive and negative ways.
They mentioned that the use of FA is fun and motivating. It is also useful for enhancing students’ awareness of their learning progress. On the other hand, students are also lost in a sense that they cannot assess their own achievement due to the assumption of teachers as the best assessors. Thus, teachers need to consider other ways to maximize the benefits in carrying a formative assessment, and to minimize the probability of negative response from the students. This research is limited in a sense that it explores the overall English teaching and learning process. Moreover, the result of this study cannot be generalized since it
involves relatively small sample. Therefore, future research is open to investigate the FA used in specific English skill, or to broaden the research context into a larger number of participants.
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