<![CDATA[Formative assessment plays a vital role in teaching and learning process in order to improve students’ learning outcome. The implementation of 2013 curriculum which is still applied in Indonesia today requires teacher to be proficient in assessing students’ learning either in the form of formative assessment or in the form of summative assessment. However, EFL teachers in Indonesian context are facing challenges in carrying out formative assessment. As such, this study aims to investigate the challenges faced by an Indonesian EFL teacher in practicing formative assessment. The researchers employed a case study research design to explore the phenomena. The data were collected through semi-structured interview and observation. The collected data were then analyzed using thematic analysis. An experienced EFL teacher who has been teaching for more than five years in a public Junior High School in West Sumatera was involved in this study. The finding reveals that teacher’s formative assessment knowledge and experience gaps are the primary obstacles faced by the teacher. Furthermore, it was discovered that one significant element that might provide challenges for the teacher is the students’ attitudes of assessment since the students have low motivation in learning English. Therefore, it is suggested that the teacher’s professional development and teacher’s collaborative work are needed to be improved.]]>
Copyrights © 2024
