Determining teachers' perception on linking assessment with instructional aims and learning  

Oleh:

Setialis, Ai

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 15 : Konferensi Linguistik Tahunan Atma Jaya Kelima Belas, page 615-619.
Topik: language assessment; instructional aims and learning; teachers’ perception
Fulltext: 615 Ai Setialis - OK.pdf (341.35KB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 15 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

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Assessment is an integral part of language teaching and learning. In the area of teaching and learning, assessment can give information about students’ growth in learning second or foreign language. Assessment provides evidence of how well students achieve the learning goals and guidance for designing instruction. As Rost (2011) suggests that assessment provides teachers appropriate starting and continuation points for planning instruction, an explicit means of feedback on learner performance, and on-going process to keep the curriculum and teacher development. Unfortunately, there are several teachers designing assessment which does not reflect what students have learned during the instruction. In addition, some teachers sometimes assess students in a wrong method and they ignore the validity of the test. However, Brown (2004) believes that validity of the test is the extent to which interferences made from assessment results are appropriate, meaningful, and useful in terms of the purpose of the assessment. In response to this gap, this present study aims to find teachers’ perception on linking assessment with instructional aims and learning. This research is important to seek teachers’ point of view of how they align assessment with classroom instruction and learning goals. Another reason why this research is essential is because teachers’ perception may affect their practices in the classroom. Using descriptive qualitative method and semi-structured interview administered to five EFL teachers, this study highlights some findings: the teachers understand the term assessment, agree that linking assessment with instructional aims and learning is essential, and have different method to implement assessment linked with learning goals and activities. Therefore, it can be concluded that the teachers’ perception in linking assessment with instructional aims and learning are positive and they are aware of the important relationship among learning goals, classroom instruction, and assessment. The findings suggest that the teachers need to understand more about how to link assessment with instructional aims and learning and the following research may investigate the important alignment among learning goals, classroom instruction, and assessment specifically in the four skills.

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