EFL Teachers' Belief And Practice On Multiple Assessment In 2013 Curriculum  

Oleh:

Wahyuni, Reti

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 14 : Konferensi Linguistik Tahunan Atma Jaya Keempat Belas, page 544-548.
Topik: Teachers' belief; Multiple assessments; 2013 curriculum
Fulltext: hal 544-548.pdf (18.75MB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 14 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

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The changes of curriculum impact on the teachers’ comprehending and practices. The teachers’ understanding on assessment is needed to ensure. When teachers are able to teach, they should be also to evaluate their teaching and know their students’ progress in learning. Dealing with the teaching and learning, curriculum has a big role to determine as guideline for education and all aspects including teachers, students, teaching and learning process. Currently, Indonesian government decides 2013 curriculum as the curriculum for schools in Indonesia. That makes teachers need to comprehend all elements in 2013 curriculum including the assessment. This study is aimed at finding out the teachers’ belief and practice on multiple assessments in 2013 curriculum. It was conducted to get detailed information about teachers’ belief and practice teachers with 30 EFL English teachers. To be specific, this study is driven by two research questions. They are what EFL teachers’ beliefs of multiple assessments and what assessment types frequently applied by EFL teachers. This study employed as a qualitative study which used one data collection techniques; close-ended questionnaire. Participants complete a questionnaire on their beliefs and practices of multiple assessments which is adopted from Chang (2007). After being analyzed, the study found that the EFL teachers had a better understanding of the concepts of assessment and multiple assessments. Most of the respondents believed that multiple assessments were more practical than the traditional paper-and-pencil tests. Many EFL teachers not only had strong beliefs of multiple assessments, but also applied most of the multiple assessments in their teaching. The next study can conduct by looking at another aspect in large scope of research and comparing between teachers’ belief and practice with their different culture and educational background.

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