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All Journal IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Indonesian Journal of Educational Development (IJED)
Era Marsakawati, Ni Putu
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Formative Assessment Practices in Online Learning for Assessing Students’ Writing Competence Pradnyadewi, Diah Ayu Manik; Dewi, Ni Luh Putu Eka Sulistia; Era Marsakawati, Ni Putu; Yudha Paramartha, A.A Gede
IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Vol. 7 No. 2 (2022): May
Publisher : Center of Language and Cultural Studies [CLCS]

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30957/ijoltl.v7i2.688

Abstract

Writing is considered as one of the essential language competences which should be mastered by the students because it is highly valued in the academic context. As a result, the teachers have to conduct assessment in helping students to improve their writing competence. One of the assessment types which can be implemented by the teachers is formative assessment. Formative assessment is a process which is continuously conducted by the teachers to collect learning evidences of the students as an input to improve their’ learning and improve the quality of learning instructions. However, due to the emergence of Covid-19 Pandemic, the process of formative assessment for assessing students’ writing competence should be conducted in online learning. The phenomena of the formative assessment for assessing students’ writing competence in online learning existed in the junior high school English teachers at SMPN 3 Denpasar. This study aimed at analyzing the planning and implementation of formative assessment for assessing students’ writing competence in online learning. The design of this study was qualitative study particularly case study. The data were obtained by conducting document analysis, survey, and interview. The result of the study showed that the teachers planned and implemented 5 kinds of formative assessment namely self-assessment, peer-assessment, teacher-feedback, sharing an understanding of assessment goals, and varied formative assessment.
AUTHENTIC ASSESSMENT IN ACTION: ENGLISH TEACHERS’ PERCEPTION AND PRACTICES FOR ASSESSING STUDENTS’ PRODUCTIVE SKILLS AT SENIOR HIGH SCHOOL Eka Setiawati, Ni Luh; Era Marsakawati, Ni Putu; Ramendra, Dewa Putu
Indonesian Journal of Educational Development (IJED) Vol. 5 No. 3 (2024): November 2024
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v5i3.4219

Abstract

This study explores how English teachers’ perceptions and practices of authentic assessment for assessing students’ productive skills at Senior High School 2 Kuta. Using Qualitative research aims to explore in-depth information on various responses. This research is the result of expressing a person's various thoughts about a topic (McCarthy, 2017). The result revealed teachers believe that the design and implementation of authentic assessments are critical for effectively improving students' productive skills and that these assessments should fit with the Merdeka Curriculum's learning objectives. Teachers acknowledge that authentic assessments have a beneficial impact on student's ability to apply skills in real-life circumstances, and they emphasize the importance of planning and implementation in achieving good assessment outcomes. 
Co-Authors Dewa Putu Ramendra Eka Setiawati, Ni Luh Ni Luh Putu Eka Sulistia Dewi Pradnyadewi, Diah Ayu Manik Yudha Paramartha, A.A Gede