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All Journal Vision: Journal for Language and Foreign Language Learning Panicgogy International Journal
Mega Aulia Ardhi
Universitas Riau Kepulauan
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics

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Bridging Theory and Practice Through Real-World Language Assessment Design Desi Surlitasari Dewi; Sulastri Manurung; Natalia Manuhutu; Isnaini Eddy Saputro; Widhiyanto Widhiyanto; Sri Wahyuni; Mega Aulia Ardhi
Vision: Journal for Language and Foreign Language Learning Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv14i125026

Abstract

Language assessment is a crucial component of effective language teaching. However, many pre-service teachers lack sufficient training in assessment practices, resulting in a gap between theoretical knowledge and practical application. This study explores how pre-service teachers perceive the effectiveness of a project-based approach to designing and administering real-world language assessments and examines the challenges they face. Combining a closed questionnaire and semi-structured interviews, the study gathers quantitative and qualitative data from twenty-five pre-service teachers. The findings revealed that hands-on involvement in assessment design enhances teachers' understanding of key assessment principles, increases confidence, and bridges the gap between theory and practice. However, participants also faced challenges, particularly in ensuring the validity and reliability of their assessments. These challenges were manageable with the support provided in the course, indicating the value of structured guidance and expert collaboration in developing assessment literacy. The findings underscore the value of integrating theory with practice in teacher training, providing important insights for language assessment education. Future research could examine larger samples, long-term impacts of such training, and the role of digital tools in developing assessment literacy.
Enhancing adaptability in educational research: the role of AI-Driven Tools in VUCA environments Desi Surlitasari Dewi; Safnidar Siahaan; Eka Wilany; Adam Adam; Riska Ramadhani; Shita Aulia Saicindo; Mega Aulia Ardhi
Panicgogy International Journal Vol. 3 No. 1 (2025): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v3i1.160

Abstract

This study explored how Artificial Intelligence (AI) tools enhanced the adaptability of research methodologies in the field of education, particularly in environments characterized by volatility, uncertainty, complexity, and ambiguity (VUCA). With the rapid pace of change in educational settings, AI technologies such as automated data analysis, intelligent learning systems, and natural language processing (NLP) were increasingly used by educational researchers. This research focused on identifying how AI-driven tools helped educational researchers respond flexibly and effectively to challenges that arose in complex and uncertain contexts. The researchers recommended developing comprehensive training programs for educators to enhance AI literacy, establishing ethical guidelines for AI in education focusing on data privacy, algorithmic fairness, and transparency, and encouraging interdisciplinary collaboration among educators, technologists, and policymakers to create scalable, equitable, and sustainable AI-enhanced learning frameworks, ensuring that AI's potential was harnessed for the benefit of all learners.
Co-Authors Adam Adam Desi Surlitasari Dewi Eka Wilany Isnaini Eddy Saputro Natalia Manuhutu Riska Ramadhani Safnidar Siahaan Shita Aulia Saicindo Sulastri Manurung W, Widhiyanto Wahyuni, Sri