INVESTIGATING THE ASSESSMENT PROCESS OF AN EFL TEACHER IN ASSESSING STUDENTS IN VOCATIONAL SCHOOL
Keywords:
Assessment, English Teacher, Vocational SchoolAbstract
Inconsistent evaluations may result from unreliable assessments, which in turn may result in unjust assessments of students' abilities. Marginalised groups, such as English language learners coming from diverse cultural contexts, may experience a disproportionate impact from this phenomenon. Inaccurate evaluations have the potential to perpetuate educational inequities, reinforce stereotypes, and restrict avenues for academic progress. Consequently, the purpose of this study is to describe how an English teacher evaluate English proficiency of their students. This study employs descriptive qualitative method. The subject of this research was an English teacher with eleven years of experience at a vocational school located in Lembang. The data was gathered via semi-structured interviews. A number of processes are involved in the analysis of data, including collection, documentation, identification, and interpretation. The findings showed several strategies used by the teacher in developing assessment tools. First, learning objectives are used by the teacher in developing assessment tools. In addition, the data also revealead that there are three factors that need to be considered in developing assessment tools such as students ability, difficulty level and the effectiveness. Furthermore, feedback and and regular assessment should be provided.References
Abedi, J. (2008). Classification system for English language learners: Issues and recommendations. Educational Measurement: Issues and Practice, 27(3), 17–31.
Aggarwal, J. C. (1997). Essentials of Examination System: Evaluation Tests & Measurement. Vikas Publishing House.
Apsari, Y. (2017). The use of picture series in teaching writing recount text. ELTIN Journal: Journal of English Language Teaching in Indonesia, 5(2), 51-56.
Bahtiar, I., & Purnawarman, P. (2020). Investigating english teachers’ comprehension in Language Assessment Literacy (LAL). 1st International Conference on Information Technology and Education (ICITE 2020), 303–310.
Bailey, A. L., & Carroll, P. E. (2015). Assessment of English language learners in the era of new academic content standards. Review of Research in Education, 39(1), 253–294.
Bailey, A. L., & Heritage, M. (Eds. . (2008). Formative assessment for literacy, grades K-6: Building reading and academic language skills across the curriculum. Corwin press.
Bailey, A. L., & Wolf, M. K. (2012). The challenge of assessing language proficiency aligned to the Common Core State Standards and some possible solutions. Understanding Language Conference, Stanford University, Stanford, CA.
Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (Vol. 10). White Plains, NY: Pearson Education.
Brown*, G. T. (2004). Teachers’ conceptions of assessment: Implications for policy and professional development. Assessment in Education: Principles, Policy & Practice, 11(3), 301–318.
Budiman, B., Ishak, J. I. P., Rohani, R., Lalu, L. M. H., Jaelani, S. R., & Jaelani, M. P. (2023). Enhancing English Language Proficiency: Strategies For Improving Student Skills. Journal of Scientific Research, Education, and Technology (JSRET), 2(3), 1118–1123.
Cohen, D., & Soto, M. (2007). Growth and human capital: good data, good results. Journal of Economic Growth, 12(1), 51–76.
De Valenzuela, J. S., Pacheco, R., & Shenoy, S. (2022). Current practices and challenges in language proficiency assessment for English learners with complex support needs. Research and Practice for Persons with Severe Disabilities, 47(1), 6–21.
Douglas., B. H. (2003). Language Assessment Principles and Classroom Practice. Pearson Education.
Fulcher, M. L., Hanna, C. M., & Elley, C. R. (2010). Reliability of handheld dynamometry in assessment of hip strength in adult male football players. Journal of Science and Medicine in Sport, 13(1), 80–84.
Gottlieb, M. (2016). Assessing English language learners: Bridges to educational equity: Connecting academic language proficiency to student achievement. Corwin Press.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Herrera, L. & Macías, D. (2015). A call for language assessment literacy in the education and development of teachers of English as a foreign language. Colomb. Appl. Linguist. J, 17(2), 302–312. http://dx.doi.org/10.14483/udistrital.jour.calj.2015.2.a09
Iahad, N. (n.d.). Evaluation of online assessment: the role of feedback in learner-centered e-learning. Proceedings of the 37th Hawaii International Conference on System Sciences, Hawaii.
Kim, Y. H., Min, S. K., Zhang, X., Sillmann, J., & Sandstad, M. (2020). Evaluation of the CMIP6 multi-model ensemble for climate extreme indices. Weather and Climate Extremes, 29, 100–269.
Kılıc, S., K. & Kurt. B., H. (2012). Assessment and Evaluation Techniques being Used in Classrooms by Biology Teachers. Journal of Art, Sport, & Science, 1(1), 111–124. www.ijtase.net/ijtase/v1_i1_article10.pdf
Malone, M. E. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329-344.
Mede, E., & Atay, D. (2017). English language teachers’ assessment literacy: The Turkish context.
Mertler, A. C. (2003). Secondary teachers’ assessment literacy: Does classroom experience make a difference? American Secondary Education, 33(1), 49–64.
Nasab. G., F. (2015). Alternative Versus Traditional Assessment. Journal of Applied Linguistics and Language Research, 2(6), 165–178. http://www.jallr.ir
Nunan, D. (1992). Research methods in language teaching. Cambridge: Cambridge University Press.
O’Malley, J. M., & Valdez Pierce, L. (1996). Authentic assessment for English language learners: Practical approaches for teachers. Reading, MA.
O’Sullivan, B. (2008). Notes on assessing speaking. Cornell University–Language Resource Center. Retrived from http://lrc. cornell. edu/events/past/2008-2009/papers08/osull1. pdf (10/01/2009).
Ölmezer-Öztürk, E., & AYDIN, B. (2019). Investigating language assessment knowledge of EFL teachers. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(3), 602–620.
Oo, Tun Zaw, Lan Anh Thuy Nguyen, and A. H. (2021). Review of the Assessment of Students’ Language Skills in English as a Foreign Language: Knowledge, Skills, and Principles. The International Journal of Assessment and Evaluation, 29(1), 1.
Orabah, S. S. B., Bijani, H., & Ismail, S. M. (2022). Assessing English language teachers’ understanding and practices of student-centered learning in Oman. Language Testing in Asia, 12(1), 41.
Pichardo, B. (2014). Issues and Concerns of Assessment for English Language Learners with Learning Disabilities. Journal of the American Academy of Special Education Professionals, 128, 131.
Popham, J. W. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory Into Practice, 48, 4–11.
Rust, C. (2002). Purposes and Principles of Assessment. https://www.brookes.ac.uk/services/.../p_p_assessment.pdf
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189.
Stiggins, R. J. (1999). Evaluating classroom assessment training in teacher education programs. Educational Measurement: Issues and Practice, 18(1), 23–27.
White, E. (2009). Are you assessment literate? Some fundamental questions regarding effective classroom-based assessment. OnCUE Journal, 3(1), 3–25.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.
