Teachers’ views on classroom-based assessment
An exploratory study at an Islamic boarding school in Indonesia
Bibliographic Data
| ID | 21484834 |
|---|---|
| Authors | Lalu Mohammad Abid Zainul Puad (0000-0002-1434-8994, Mts Darul Athfal Ranjok, Jl. Pariwisata Benang Stokel Kec Batukliang Utara, corresponding author), Karen Ashton (0000-0001-6419-8720, Massey University) |
| Year | 2021 |
| Volume | 41 |
| Issue | 2 |
| Pages | 253-265 |
| Publication date | 2021-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Asia Pacific Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0218-8791 • E-ISSN: 1742-6855 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02188791.2020.1761775 |
| OpenAlex | W3024054180 |
| Language | EN |
| Citations received | 5 |
| References cited | 34 |
This study explores six secondary school English as a Foreign Language (EFL) teachers’ views on classroom-based assessment at an Islamic boarding school in Lombok, Indonesia. Researching teacher views is important as a significant curriculum reform which mandates teachers’ use of formative assessment practices within the classroom is planned for implementation by the Indonesian government in 2020. Results from this study found that teachers tended to view classroom-based assessment from summative rather than formative perspectives. A strong emphasis was placed on assessing students’ attitudes and behaviour in classrooms alongside their academic ability. Grades and test scores were also seen as a way to hold students accountable to their teachers and parents for their learning and achievement. This article highlights the challenges of implementing formative assessment practices within the classroom in a traditional, hierarchical society
Boarding school · Curriculum · Exploratory research · Formative assessment · Indonesian · Islam · Mathematics education · Pedagogy · Social science · Sociology · Summative assessment · Educational Research and Pedagogy · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Indonesian teachers’ conceptions of values and dimensions of assessment practice
Constructing Research Preferences by Prospective Indonesian EFL Teachers
Secondary school teachers’ conceptions of assessment
Exploring Chinese university EFL students’ perceptions of formative assessment
The effect of spiritual and social norm in moral judgement
Research Methods in Education
Developing the theory of formative assessment
Inside the Black Box
Teachers' conceptions of assessment
Teaching Morality
Processes of Policy Borrowing in Education
Research Design
Village Elections, Violence and Islamic Leadership in Lombok, Eastern Indonesia
The Power of Feedback
Two Sides of the Same Coin
| Unique citing works | 5 |
|---|---|
| Citations per year | 0.83 |
| Citation span | 2020 - 2024 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |