The Use of Classroom Assessment Techniques and Their Effect on Students’ Learning Motivation(A Case Study of Senior High School Students)  

Oleh:

Lekatompessy, Felicia Miranda

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 2, page 7-16.
Topik: assessment techniques; classroom assessment; motivation
Fulltext: hal 7.pdf (15.04MB)

Isi artikel

The role of classroom assessment has been a critical issue to be discussed among educators for recent years. It is argued that classroom assessment should no longer be viewed as simply a tool to determine learning achievement. However, when the classroom assessment is properly designed and developed by using various assessment techniques, teachers can utilize this process to promote learning, particularly to enhance students’ motivation. This study is an attempt to identify students’ motivation when they were assessed by two assessment techniques, namely traditional paper-andpencil test and presentation. Thefore, the Motivated Strategies for Learning Questionnaire (MSLQ) consisting of five motivational variables in terms of perceived task characteristics, perceived self-efficacy, mastery goal orientation, performance goal orientation and test anxiety, was employed as the primary research intrument, which was also supported by the qualitative data from structured interview. The statistical measurement of the t-test analysis showed that the use of two different assessment techniques did not give significant differences on students’ learning motivation. It is recommended and highly suggested that the assessment process in classroom should be rearranged by promoting students’ active involvement and autonomy in assessment process, as well as providing clear and detailed feedback on students’ achievement.

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