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CRITICAL REVIEW OF FORMATIVE ASSESSMENT PRACTICES IMPLEMENTED IN ENGLISH LANGUAGE LEARNING PROGRAMS IN SINDH
Corresponding Author(s) : Syed Usman Hashmi
Humanities & Social Sciences Reviews,
Vol. 9 No. 3 (2021): May
Abstract
Purpose of the study: The purpose of this study is to explore the merits and demerits of a formative assessment technique used in an English language learning program in Sindh. The teachers teaching the English language to the students of rural Sindh in an English language program implemented a formative assessment technique and in the end, shared their views about the effectiveness of the program.
Methodology: The research is based on a qualitative method. Formative assessment was conducted in a language teaching program in rural Sindh. At the end of the program, 6 male and 12 female teachers, who were selected on purposive sampling method, participated in a focused group interview to share their views about the merits and demerits of the formative assessment technique. The data was analyzed using content and thematic analysis.
Main Findings: The merits of the formative assessment technique used were reported as helpful in identifying the learning gaps, providing constructive feedback, identifying the students’ strengths, empowering the teachers, and creating a stress-free assessment. Similarly, the demerits were reported as being time-consuming, unconventional assessment strategies, and creating a lack of professional development to adopting a new strategy.
Applications of this study: Many language teachers regularly implement formative assessment in their language classrooms and are always in search of some good material to make their formative assessment more fruitful and result-oriented. This study will be useful for such teachers. They can benefit from the findings of the study and improvise their method of formative assessment.
Novelty/Originality of this study: The study is one of its kinds using the teachers’ perspectives to explore the effectiveness of drawbacks of formative assessment technique. People who have recently joined the teaching fraternity must be inquisitive about various techniques of assessment. This study is going to assist them in not only deciding whether they want to implement formative assessment in class, but it will also prepare them in advance to encounter the limitations of formative assessment and take necessary measures to address these limitations.
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References
Abeywickrama, P. (2021). Classroom Assessment Practices In An L2 Oral Skills Class. European Journal of Applied Linguistics and TEFL, 10(1), 45-61.
Ahmed, U., Akhtar, N., & Aslam, R. (2020). Formative assessment in elementary English classroom: a case study of semi-government organization of Pakistan. Academic Research International, 11(2), 1-9.
Alexandratos, G., Papachristos, K., Manafi, I., & Alexandratou, V. (2021) Critical teaching observation for formative assessment purposes. Scientific Educational Journal, 9(1).
Al-Mahrooqi, R. I., & Denman, C. (2018). Alternative Assessment Edition: 1st (pp.4851-4856). John Wiley & Sons. https://doi.org/10.1002/9781118784235.eelt0325 DOI: https://doi.org/10.1002/9781118784235.eelt0325
Alonzo, A. C. (2018). An argument for formative assessment with science learning progressions. Applied Measurement in Education, 31(2), 104-112. https://doi.org/10.1080/08957347.2017.1408630 DOI: https://doi.org/10.1080/08957347.2017.1408630
Amoako, I., Brembong, D. A., & Bortey, J. (2019). Knowledge of formative assessment practices among senior high school mathematics teachers in Ghana. Open Journal of Social Science Research, 3(3), 8-13.
Antonova, K., & Tyrkheeva, N. (2021). Formative assessment of critical reading skills in higher education in Russia in the context of emergency remote teaching. Journal of Teaching English for Specific and Academic Purposes, 137-148. DOI: https://doi.org/10.22190/JTESAP2102137A
Arrafii, M. A. (2020). Towards Formative Assessment: Exploring English Teachers’ Conceptions and Practices of Assessment in Indonesia (Doctoral dissertation, University of Leicester).
Azis, A. (2012). Teachers’ Conceptions And Use Of Assessment In Student Learning. Indonesian Journal of Applied Linguistics, 41-51. https://doi.org/10.17509/ijal.v2i1.72 DOI: https://doi.org/10.17509/ijal.v2i1.72
Bader, M., Burner, T., Hoem Iversen, S., & Varga, Z. (2019). Student perspectives on formative feedback as part of writing portfolios. Assessment & Evaluation in Higher Education, 44(7), 1017-1028. https://doi.org/10.108 0/02602938.2018.1564811 DOI: https://doi.org/10.1080/02602938.2018.1564811
Baranovskaya, T. (2017). Assessment and Evaluation Techniques. National Research University Higher School of Economics Journal of Language & Education, 30-38. https://doi.org/10.17323/2411-7390-2017-3-2-30-38 DOI: https://doi.org/10.17323/2411-7390-2017-3-2-30-38
Bennett, R. E. (2011). Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25. https://doi.org/10.1080/0969594X.2010.513678 DOI: https://doi.org/10.1080/0969594X.2010.513678
Buyukkarci, K., & Sahinkarakas, S. (2021). The Impact of Formative Assessment on Students’ Assessment Preferences. The Reading Matrix: An International Online Journal, 21(1).
Carrillo-de-la-Peña, M. T., Bailles, E., Caseras, X., & MartÃnez, A. (2009). Formative assessment and academic achievement in pre-graduate students of health sciences. Advances in Health Sciences Education 14(1), 61-67. https://doi.org/10.1007/s10459-007-9086-y DOI: https://doi.org/10.1007/s10459-007-9086-y
Cimatti, B. (2016). Definition, Development, Assessment Of Soft Skills And Their Role For The Quality Of Organizations And Enterprises. International Journal for Quality Research.
Cisterna, D., & Gotwals, A. W. (2018). Enactment of ongoing formative assessment: Challenges and opportunities for professional development and practice. Journal of Science Teacher Education, 29(3), 200-222. https://doi.org/10.1080/1046560X.2018.1432227 DOI: https://doi.org/10.1080/1046560X.2018.1432227
Cobeña, G. T. B., GarcÃa, L. A. P., Pin, S. C. S., & Montes, L. C. Z. (2021)The Formative Assessment as Systematic Practice in Higher Basic Education Students. International Research Journal of Management, IT and Social Sciences, 8(2), 132-140. https://doi.org/10.21744/irjmis.v8n2.1100 DOI: https://doi.org/10.21744/irjmis.v8n2.1100
Covitt, B. A., Gunckel, K. L., Caplan, B., & Syswerda, S. (2018). Teachers’ use of learning progression-based formative assessment in water instruction. Applied Measurement in Education, 31(2), 128-142. https://doi.org/10.10 0/08957347.2017.1408627 DOI: https://doi.org/10.1080/08957347.2017.1408627
Cullinane, A. (2011). Formative Assessment Classroom Techniques. National Centre for Excellence in Mathematics and Science Teaching and Learning, 1-4.
Dongfang, W., Yuting, S., & Ting, J. (2018). The Assessment of Higher Education Quality from the Perspective of Students through a Case Study Analysis. Frontiers of Education in China, 267-287. https://doi.org/10.1007/s11516-018-0014-0 DOI: https://doi.org/10.1007/s11516-018-0014-0
Egelandsdal, K., & Riese, H. (2020). Never mind the gap: Formative assessment confronted with Dewey's and Gadamer's concept of experience. European Journal of Education, 55(1), 91-104. https://doi.org/10.111 1/ejed.12378 DOI: https://doi.org/10.1111/ejed.12378
Gallardo, K. (2021). The Importance of Assessment Literacy: Formative and Summative Assessment Instruments and Techniques. In Workgroups eAssessment: Planning, Implementing and Analysing Frameworks (pp. 3-25). Springer, Singapore. https://doi.org/10.1007/978-981-15-9908-8_1 DOI: https://doi.org/10.1007/978-981-15-9908-8_1
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Gulikers, J. T., Sluijsmans, D., Baartman, L., & Bartolo, P. A. (2008). The Power of Assessment in Teacher Education. Springer. https://doi.org/10.1007/978-1-4020-8874-2_13 DOI: https://doi.org/10.1007/978-1-4020-8874-2_13
Hamidi, S., Shaffiei, Z., Sarif, S., & Ashar, N. (2013). Exploratory Study of Assessment in Teaching and Learning. 3rd International Conference on Research and Innovation in Information Systems. https://doi.org/10.1109 /ICRIIS.2013.6716743 DOI: https://doi.org/10.1109/ICRIIS.2013.6716743
Harlen, W. (2005). Teachers' summative practices and assessment for learning–tensions and synergies. Curriculum Journal, 16(2), 207-223. https://doi.org/10.1080/09585170500136093 DOI: https://doi.org/10.1080/09585170500136093
Hasan, M., Islam, A. S., & Shuchi, I. J. (2021). Using mobile-based formative assessment in ESL/EFL speaking. Journal of Languages and Language Teaching, 9(1), 117-125. https://doi.org/10.33394/jollt.v9i1.3449 DOI: https://doi.org/10.33394/jollt.v9i1.3449
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. https://doi.org/10.3102/003465430298487 DOI: https://doi.org/10.3102/003465430298487
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