TEACHERS' PERCEPTIONS TOWARDS THE PRACTICE OF ASSESSMENT IN ONLINE CLASSROOM DURING PANDEMIC OF COVID-19

Authors

  • Agnes Lintangsasi Wicaksono Universitas Negeri Surabaya
  • Syafi'ul Anam Universitas Negeri Surabaya

DOI:

https://doi.org/10.26740/elitejournal.v2n4.p211-218

Keywords:

Online Class, Online Assessment, Teachers' Perceptions

Abstract

This study aimed to examine the teachers’ perceptions towards online assessment due to the Covid-19 pandemic, including how the practice went, the challenges faced, and what teachers' opinions were. Four English teachers of secondary schools participated in this study. The interview sections were employed to gather data on teachers’ perceptions of the online assessment practice. Then, the data were analyzed qualitatively. Finally, this study found out that the practice of online assessment depended much on technology. The teachers exploited many online software and applications to support the assessment process. The technology was also able to assess the students formatively and summatively. Furthermore, the challenges faced by the teachers were the internet connection problem, lack of physical communication with the students, the impracticality of scoring, unmotivated students, and low integrity of students’ results. Finally, the teachers' perceptions of the online assessment were positive and negative. The teachers felt excited to try the new technology to boost the assessment process. However, many of them also preferred the offline class to assess the students.

References

Abduh, M. (2021). Full-time online assessment during COVID -19 lockdown : EFL teachers' perceptions. Asian EFL Journal, 28(No. 1.1 February 2021).

Arend, B. D. (2007). Course assessment practices and student learning strategies in online courses. Journal of Asynchronous Learning Networks, 11(4), 3–17.

Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. A. (2014). Introduction to Research in Education (9th ed.). Wadsworth.

Brown, H. D. (2004). Language Assessment: Principle and Classroom Practices. Longman.

Cheng, L., & Fox, J. (2017). Assessment in the Language Classroom (A. Curtis (ed.)). Palgrave.

Creswell, J. W., & Creswell, J. D. (2018). Research Design Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE Publicartions, Inc.

Dewi, P. M. O., Artini, L. P., & Padmadewi, N. N. (2021). Self-directed learning in EFL during covid-19 pandemic: an analysis of teacher's perceptions and students' learning autonomy in SMA N 1 Blahbatuh. Jurnal IKA Undiksha, 19(1), 46–57. https://doi.org/10.23887/ika.v19i1.32094

Dörnyei, Z. (2011). Research Methods in Applied Linguistics. Oxford University Press.

Feldman, R., & Zucker, D. (2002). Teaching and learning online communication, Community, and Assessment (M. Poe & M. L. A. (eds.)). The University of Massachusetts.

Mcvey, M. (2017). Preservice teachers' perception of assessment strategies in online teaching. Journal of Digital Learning in Teacher Education ISSN:, 2974(January). https://doi.org/10.1080/21532974.2016.1205460

Öz, H. (2014). Pre-service English teachers' perceptions of web-based assessment in a pedagogical content knowledge course. Procedia - Social and Behavioral Sciences, 141, 45–58. https://doi.org/10.1016/j.sbspro.2014.05.010

Remmi, F., & Hashim, H. (2021). Primary school teachers' usage and perception of online formative assessment tools in language assessment. International Journal of Academic, 1(1), 290–303. https://doi.org/10.6007/IJARPED/v10-i1/8846

Todd, R. W. (2020). Teachers' perceptions of the shift from the classroom to online teaching. International Journal of TESOL Studies, 2(2), 4–16.

Windiarti, S., Fadilah, N., Dhermawati, E., & Pratolo, B. W. (2019). Teachers' perception toward the obstacles of e-learning classes. Journal of Language Teaching and Literature, 3448, 117–128.

Downloads

Published

2022-10-27
Abstract views: 174 , PDF Downloads: 127