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All Journal Indonesian Journal of Learning Education and Counseling English Journal
Muhammad Arifin Pelawi
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Education Social Sciences

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HIGH-STAKES TESTING IN NEOLIBERALISM ERA Maya Puspitasari; Muhammad Arifin Pelawi
ENGLISH Vol 17 No 1 (2023)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v17i1.11653

Abstract

A high-stakes test has been indicated to be negatively linked to teachers and students in the classroom. However, little is known about the impact of such tests on the teachers and students or those who are involved indirectly in their lives. Using an individual interview with eight English teachers from eight junior secondary schools, this study examines the correlation between the high-stake test with performativity mechanism in the pincer of markets and neoliberalism. Thematic analysis was used to analyse the qualitative data taken from the interviews. The findings indicated how test results were used as a source of promotion by schools to give stakeholders the knowledge they needed to engage in the marketized educational system fully. For school administrators and policymakers, the conclusions of this article had significant ramifications. High-stakes assessments were logically sound and theoretically justifiable, but a reliance on them too much foreshadowed replacing traditional educational ideals with the market value of education. The study offered fundamental new insights into high stakes testing as a tool of social control and oppression for students, teachers, and schools for adopting a neoliberal paradigm in education. In addition to impeding learning and teaching, the employment of high-stakes tests as performativity mechanisms also altered the work of schools and teachers, who were the front liners of the educational system.
Carried out at the end of learning: Perceptions of the Formative Assessment Maya Puspitasari; Muhammad Arifin Pelawi
Indonesian Journal of Learning Education and Counseling Vol. 6 No. 1 (2023): September
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v6i1.2062

Abstract

Formative assessment in language learning is inevitable. The differences between formative and summative assessment do not only lie in the time when the assessment is carried out. The differences might be examined by the purposes why the assessment is conducted. This study aims to gather information about the implementation of formative assessment in the classroom. Seven open-ended questions were distributed to 100 participants in an online survey. Eighty-three responses were gathered and analysed qualitatively. The findings showed that there are different perceptions of formative assessment from formative assessment on the policy. The participants indicated that the assessment practices focused more on gaining scores than on providing positive feedback to the students. The new curriculum that emphasises more formative assessment of the pedagogy practices might fail to be implemented in the classroom.
Co-Authors Maya Puspitasari