Research Article
Reframing Formative Assessment Practices in Emergency Remote Teaching Context of English Language Teaching in Higher Education institutions Indonesia
@INPROCEEDINGS{10.4108/eai.20-10-2020.2305143, author={Maya Defianty and Didin Nuruddin Hidayat and Ummi Kultsum and Agus Sufyan and Imam Subchi and Sururin Sururin}, title={Reframing Formative Assessment Practices in Emergency Remote Teaching Context of English Language Teaching in Higher Education institutions Indonesia}, proceedings={Proceedings of the 3rd International Colloquium on Interdisciplinary Islamic Studies, ICIIS 2020, 20-21 October 2020, Jakarta, Indonesia}, publisher={EAI}, proceedings_a={ICIIS}, year={2021}, month={4}, keywords={emergency remote teaching (ert) educational technology english language teaching formative assessment}, doi={10.4108/eai.20-10-2020.2305143} }- Maya Defianty
Didin Nuruddin Hidayat
Ummi Kultsum
Agus Sufyan
Imam Subchi
Sururin Sururin
Year: 2021
Reframing Formative Assessment Practices in Emergency Remote Teaching Context of English Language Teaching in Higher Education institutions Indonesia
ICIIS
EAI
DOI: 10.4108/eai.20-10-2020.2305143
Abstract
Providing learning evidence can be very challenging, especially in the context of Emergency Remote Teaching (ERT). ERT emerged as one of the impacts of the Covid- 19 outbreak that has imposed teachers to conduct a major shift from face to face to online teaching. The barriers in attaining assessment data may derive from a lack of technology literacy and an unsupportive ecosystem. This study explores students’ perceptions of how teachers should conduct formative assessments in ERT in the context of English language teaching in Indonesia. 193 participants from two Islamic universities in Indonesia were involved in this survey design research. Findings from the study revealed that students opt for formative assessment strategies, such as clarifying learning outcomes, establishing learning activities that can accommodate all students, and providing effective feedback to be implemented during ERT., Interestingly, this study found that students do not consider their involvement as a crucial part of the assessment process; hence, it raises a question on the role of technology in promoting autonomous learning.
