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All Journal International Journal of Health, Economics, and Social Sciences (IJHESS) International Journal of English Language and Pedagogy
Usman, Muhammad Syahid
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Economics, Econometrics & Finance Education Public Health Social Sciences

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Investigating English Teachers’ Understanding of English Language Assessment at UPT SMA Negeri 1 Parepare Usman, Muhammad Syahid; Magdahalena Tjalla; Abdul Haris Sunubi; Ambo Dalle; Zulfah
International Journal of Health, Economics, and Social Sciences (IJHESS) Vol. 6 No. 2: April 2024
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v6i2.4741

Abstract

There are instances where teachers encounter confusion when distinguishing between the terms of assessment, test, evaluation and examination. Moreover, the teachers' understanding of these terms also plays a critical role for students. Based on the reasons above, this research aimed to describe the English teachers’ understanding of English language assessment and how the teachers assess the students’ work. The research was conducted at UPT SMA Negeri 1 Parepare. There were five English teachers as research subjects. The research method used qualitative design. The data collected through interview. The interview results were transcribed, then analyzed qualitatively by reducing data based on the research questions. The data that has been reduced is then converted into narrative text, making it easy to understand. The last was making conclusion and suggestion based on the data obtained. The research findings revealed that, there were differences and similarities in the understanding. Four teachers showed differences, with only one teacher had relevant understanding toward the assessment understanding. The other four teachers, in addition to assessment understanding, also had understanding relevant to instructional, subject matter, and pedagogical. The data indicated that Assessment understanding was the most dominant among the five teachers, suggesting that all the teachers were able to differentiate testing, examination, and evaluation. Furthermore, the teachers prioritized their assessment in learning to students by using a variety of assessment methods such as daily tests, semester exams, attitude assessments, as well as group activities and projects to enhance students confidence and encourage active learning in the classroom.
Investigating English teachers' understanding of English language assessment Usman, Muhammad Syahid; Magdahalena Tjalla; Abdul Haris Sunubi
International Journal of English Language and Pedagogy Vol. 2 No. 1 (2024): International Journal of English Language and Pedagogy (IJELP)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v2i1.7106

Abstract

A teacher is responsible for assessing students' work and should possess a clear understanding of assessment, testing, examination, and evaluation. However, in reality, there are instances where teachers encounter confusion when distinguishing between these terms, mistakenly perceiving them as synonymous. Moreover, the teachers' understanding of these terms also plays a critical role in facilitating meaningful learning experiences for students. Based on the reasons above, this research aimed to describe the English teachers’ understanding of English language assessment and how the teachers assess the students’ work. The research conducted on UPT SMA Negeri 1 Parepare. There were five English teachers as research subjects. The research method used was qualitative design. The data collected through interview. Analysis data with data collection, data reduction, data display, and the last is data conclusion and verification. The result of the research showed that the teachers’ understanding has difference and similarity as from five teachers. The difference was from four teachers, only one teacher that related to Assessment understanding and the similarity was four other teachers beside Assessment understanding which is the most dominant, their teachers’ understanding was also related to Instructional understanding, Subject matter understanding and Pedagogical understanding. The teachers’ assessment of the students prioritize learning by using a range of assessment methods such as daily tests, semester exams, and attitude assessments. Group activities and projects are also utilized to enhance confidence and encourage active learning.
Co-Authors Abdul Haris Sunubi Ambo Dalle ZULFAH