EFL secondary teachers’ assessment literacy: Assessment conceptions and practices
Assessment literacy is defined as knowledge, conceptions, and skills to conduct an assessment. Having sufficient assessment literacy levels, teachers can assist students in improving learning and in achieving learning outcomes. This study employs a descriptive quantitative design that explores EFL s...
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Institut Agama Islam Negeri (IAIN) Palangka Raya
2020-09-01
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doaj-d91146b97e5544febd191c35e058b5cd2020-11-25T03:40:39ZengInstitut Agama Islam Negeri (IAIN) Palangka RayaJournal on English as a Foreign Language2088-16572502-66152020-09-0110240242110.23971/jefl.v10i2.2101921EFL secondary teachers’ assessment literacy: Assessment conceptions and practicesRoghibatul Luthfiyyah0Iin Wariin Basyari1Dwiniasih Dwiniasih2English Education Department, Faculty of Teacher Training and Education, Universitas Swadaya Gunung Jati Cirebon, Jawa BaratElementary School Teacher Department, Faculty of Teacher Training and Education, Universitas Swadaya Gunung Jati Cirebon, Jawa BaratEnglish Education Department, Faculty of Teacher Training and Education, Universitas Swadaya Gunung Jati Cirebon, Jawa BaratAssessment literacy is defined as knowledge, conceptions, and skills to conduct an assessment. Having sufficient assessment literacy levels, teachers can assist students in improving learning and in achieving learning outcomes. This study employs a descriptive quantitative design that explores EFL secondary teachers' assessment literacy and assessment practice. The data were gathered using an online survey and semi-structured interviews. Forty-eight respondents willingly fulfilled an online questionnaire containing 32 questions adapted from the Teachers Assessment Literacy Questionnaire (TALQ). The data obtained from the survey were analyzed using descriptive statistics. Furthermore, three participants representing each assessment literacy level were selected for interviews to explore their classroom assessment practice. The interview data were analyzed using thematic analysis in terms of the conceptions of assessment, the procedure of assessment construction, and some challenges in assessment practice. The findings reveal that EFL secondary teachers generally have a moderate assessment literacy level. However, the participants reflect different conceptions of assessment, procedures, and challenges in assessment practice depending on an individual level of assessment literacy, institutional and national policies, and socio-culture factors. It shows that assessment literacy is not a single element that can influence teachers' assessment practices.http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/2101assessment literacyconceptions of assessmentassessment practiceefl secondary teachers |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Roghibatul Luthfiyyah Iin Wariin Basyari Dwiniasih Dwiniasih |
spellingShingle |
Roghibatul Luthfiyyah Iin Wariin Basyari Dwiniasih Dwiniasih EFL secondary teachers’ assessment literacy: Assessment conceptions and practices Journal on English as a Foreign Language assessment literacy conceptions of assessment assessment practice efl secondary teachers |
author_facet |
Roghibatul Luthfiyyah Iin Wariin Basyari Dwiniasih Dwiniasih |
author_sort |
Roghibatul Luthfiyyah |
title |
EFL secondary teachers’ assessment literacy: Assessment conceptions and practices |
title_short |
EFL secondary teachers’ assessment literacy: Assessment conceptions and practices |
title_full |
EFL secondary teachers’ assessment literacy: Assessment conceptions and practices |
title_fullStr |
EFL secondary teachers’ assessment literacy: Assessment conceptions and practices |
title_full_unstemmed |
EFL secondary teachers’ assessment literacy: Assessment conceptions and practices |
title_sort |
efl secondary teachers’ assessment literacy: assessment conceptions and practices |
publisher |
Institut Agama Islam Negeri (IAIN) Palangka Raya |
series |
Journal on English as a Foreign Language |
issn |
2088-1657 2502-6615 |
publishDate |
2020-09-01 |
description |
Assessment literacy is defined as knowledge, conceptions, and skills to conduct an assessment. Having sufficient assessment literacy levels, teachers can assist students in improving learning and in achieving learning outcomes. This study employs a descriptive quantitative design that explores EFL secondary teachers' assessment literacy and assessment practice. The data were gathered using an online survey and semi-structured interviews. Forty-eight respondents willingly fulfilled an online questionnaire containing 32 questions adapted from the Teachers Assessment Literacy Questionnaire (TALQ). The data obtained from the survey were analyzed using descriptive statistics. Furthermore, three participants representing each assessment literacy level were selected for interviews to explore their classroom assessment practice. The interview data were analyzed using thematic analysis in terms of the conceptions of assessment, the procedure of assessment construction, and some challenges in assessment practice. The findings reveal that EFL secondary teachers generally have a moderate assessment literacy level. However, the participants reflect different conceptions of assessment, procedures, and challenges in assessment practice depending on an individual level of assessment literacy, institutional and national policies, and socio-culture factors. It shows that assessment literacy is not a single element that can influence teachers' assessment practices. |
topic |
assessment literacy conceptions of assessment assessment practice efl secondary teachers |
url |
http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/2101 |
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