Milawati (2021) Efl teachers’ questioning as informal formative assessment strategy in higher education level / Milawati. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
In the teaching and learning process assessment and teaching are two inseparable activities. An assessment is used to identify students ability and understanding. It enables teachers to reinforce students learning achievement and motivate them to learn and develop a broader understanding of the learning materials. Recently a formative assessment has been a mushrooming issue in language education. However challenges in providing an effective formative assessment in the EFL context remain uncovered at higher education levels. By giving attention to informal formative assessment practices teachers are expected to minimalize the inadequate knowledge of formative assessment and focus on different formative assessment practices rather than on benchmark or other on-demand assessments. An informal formative assessment should be embedded in teacher-student interaction in daily teaching activities. Teachers can use questioning in an informal formative assessment to identify students strengths and weaknesses during the teaching and learning process. Besides they also can gain information on students current knowledge (where students are) the learning goals expected by both teachers and students (where they are going to) and teachers feedback which scaffolds the students to reach their learning goals (how to achieve the goals). The implementation of informal formative assessment practice requires five strategies such as clarifying the learning goals eliciting a response student responding recognizing students responses and using information obtained to describe the natural phenomena during classroom interaction. This qualitative study investigates how teachers can use questioning as an informal formative assessment at the higher education level. Data were collected using video records observations and observation checklist. Five EFL teachers were selected to collect data of their positive attitudes towards a formative assessment. The teachers had also been in assessment training or classroom testing in the past three years. The teachers also gave consent for participating in the next research stages. Two teachers worked at a state university and two others worked at a private university. The other one worked at an Islamic state university. The teachers (coded as T1 T2 T3 T4 and T5) were then involved in classroom observation. A non-participant observer was in charge of taking primary data. Video records and observation checklist were used to record the verbal data of the participants. These instruments could investigate events when teachers used questioning as an informal formative assessment strategy. The number of meetings for data collection was varied. It depends on the data saturation gathered from each participant. To complete what was uncovered during classroom observation an in-depth interview was conducted. Moreover this technique also aimed to cross-check the data obtained from classroom observation. After the data collection thematic coding based on the ESRU model was performed to identify classify and categorize the essential data from classroom observation. The researcher used recordings sorted out episodes involving teacher-student interactions and transcribed the verbatim arguments to analyze the observational data. Each finding was classified and described based on each theme to show a clear result of informal formative assessment during classroom observation. The descriptions then were counted and presented in the form of percentages. Data cross-check was performed by inviting participants to check the transcription and analysis and comparing classified data and emerging propositions. The results of data analysis showed that all participants had used questioning as an informal formative assessment strategy. There were numerous questions and responses in each ESRU sequence. T1 teacher uttered 82 questions T2 used 114 questions and T3 used 180 questions. Besides T4 and T5 asked 244 questions and 106 questions respectively. Regarding the selection of responses uttered by students T1 teacher obtained 91 responses T2 received 146 responses and T3 gathered 170 responses. Additionally T4 and T5 received 245 responses and 166 responses respectively. In total the research used 726 questions and 818 responses for analysis by classifying categorizing and counting by frequency. Five strategies such as clarifying the goal eliciting students rsquo response student responding recognizing students rsquo responses and using information gained as an informal formative assessment practice. This present study highlights these strategies according to the purposes. First clarifying goals allows teachers and students to remember the learning-teaching goals in each session or connect these through classroom interaction. Second eliciting responses initiates a sequence of ESRU initiated by either teachers or students. It provides ways to identify students rsquo current knowledge. Teachers employ procedural convergent and divergent questions to elicit students responses. Third inviting students rsquo responses aims to acknowledge whether the contribution of the students is accepted or not in the ongoing classroom discussion. Students responses are interpreted into an individual response choral response and no response. Fourth recognizing students responses provides opportunities for teachers to react to students responses. Teachers could repeat rephrase display questions and waiting for students to answer. In a similar way this strategy also enables students to evaluate how teachers interpret the contribution of students. Fifth using information that teachers have obtained enables them to provide a specific action to fulfill the need of students and reach the learning goals. In this stage teachers could provide feedback compare and contrasts students rsquo responses model the concept being discusses and debug to get the required answer. Of those strategies applied by all participants the teacher did not recognize students rsquo response which ideally should follow the ESRU sequences. The teacher failed rephrasing questions to assist students learning. The absence of response or silence for instance implies that the teacher needs to manage thequestions more appropriately. The teacher could deploy easier questions first to the complicated ones. Further enough wait time for students to respond is required and thusstudents could meet the expected responses. The effectiveness of peer assessment and waiting time need to be investigated for future studies since the aspects will benefit students learning. Finally in conclusion teachers with complete ESRU sequences tend to use questioning technique more effectively as an informal formative assessment. The more complete the ESRU sequences they practiced the more information they collected to provide appropriate feedback to students. Questioning as an informal formative assessment happens naturally and spontaneously in daily teacher-student interactions. It supports the fact that assessment is inseparable from teaching and learning activities.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S3 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 13 Jul 2021 04:29 |
| Last Modified: | 09 Sep 2021 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/263319 |
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