English language assessment in Indonesian senior high schools: Perceived challenges and prospective solutions

Muhammad Nur Akbar Rasyid, Alfian Alfian, Jumharia Djamereng, Nurwahida Nurwahida

Abstract


Numerous scholarly investigations have been conducted on English language assessment practices. Nevertheless, there is a lack of knowledge regarding the challenges and potential solutions related to implementing effective language assessment practices, particularly within Indonesian senior high schools. This study aims to investigate the perceived constraints and aspired prospective solutions associated with language assessment practices in Indonesian EFL classrooms. The data for this qualitative case study were collected by conducting in-depth interviews with fifteen EFL teachers from different senior high schools across South Sulawesi, Indonesia. Based on the thematic analysis of the data, this study revealed the perceived challenges to implementing English language assessment practices in three general categories: national policy-related issues, institution-related issues, and student-teacher-related issues. This study also revealed the need for leadership support to foster school culture support for innovative language assessment practices as the main aspired solution to implementing language assessment practices. These findings help improve understanding of the numerous factors that must be considered when putting English language assessment into practice, theoretically and practically.

Keywords


aspired solutions; EFL teachers; language assessment; leadership support; perceived challenges

Full Text:

PDF

Article Metrics

Abstract view : 780 times | PDF view : 405 times

References


Abkary, N. S., & Purnawarman, P. (2020). Indonesian EFL teachers’ challenges in assessing students’ Higher-Order Thinking Skills (HOTS). In L. J. Soon et al. (Eds.), Proceedings of the 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020) (pp. 482–489). Atlantis Press. https://doi.org/10.2991/assehr.k.201215.076

Abosalem, Y. (2016). Assessment techniques and students’ higher-order thinking skills. International Journal of Secondary Education, 4(1), 1–11. https://doi.org/10.11648/j.ijsedu.20160401.11

Abrar-ul-Hassan, S., & Douglas, D. (2020). Assessment and good language teachers. In C. Griffiths & Z. Tajeddin (Eds.), Lessons from good language teachers (pp. 10–120). Cambridge University Press.

Alfian, A., Rasyid, M. N. A., Habibi, A., Noprival, N., & Yusuf, M. (2022). Classroom assessment practices of EFL lecturers with current curriculum implementation: where policy meets practice. REiLA : Journal of Research and Innovation in Language, 4(3), 320–334. https://doi.org/10.31849/reila.v4i3.11005

Ali, M. (2016). Assessment of English language skills at the secondary level in Bangladesh. The Journal of EFL Education and Research (JEFLER), 1(1), 1–7.

Angelo, T. (2012). Designing subjects for learning: practical research-based principles and guidelines. In L. Hunt & D. Chalmers (Eds.), University teaching in focus: a learning-centered approach (pp. 93–111). Australian Council for Educational Research Ltd.

Arrafii, M. A. (2021). Assessment reform in Indonesia: contextual barriers and opportunities for implementation. Asia Pacific Journal of Education, 43(1), 79–94. https://doi.org/10.1080/02188791.2021.1898931

Ary, D., Jacobs, L. C., Sorensen, C., & Walker, D. A. (2014). Introduction to research in education (9th ed.). Wadsworth, Cengage Learning.

Biggs, J. (2012). Enhancing learning through constructive alignment. In J. R. Kirby & M. Lawson (Eds.), Enhancing the quality of learning: dispositions, instruction, and learning processes (pp. 117–136). Cambridge University Press.

Boyatzis, R. E. (1998). Transforming qualitative information: thematic analysis and code development. SAGE Publications.

Braun, V., Clarke, V., & Gray, D. (2017). Collecting qualitative data: a practical guide to textual, media and virtual techniques. Cambridge University Press.

Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD.

Corbin, J., & Strauss, A. (2015). Basics of qualitative research: techniques and procedures for developing grounded theory (4th ed.). SAGE Publications Ltd.

Creswell, W. J., & Creswell, J. D. (2018). Research design: qualitative, quantitative and mixed methods approaches (5th Ed.). SAGE Publications, Inc.

Daud, N. M. (2017). Integrating HOTS into language classes in the 21st century. The First Education and Language International Conference Proceedings Center for International Language Development of Unissula, pp. 29–36.

Davidson, P. (2018). How can we use assessment to facilitate learning. In T. Aksit, H. I. Mengu, & R. Turner (Eds.), Bridging teaching, learning and assessment in the English language classroom. Cambridge Scholars Publishing.

Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327–347. https://doi.org/10.1177/0265532208090156

Dewi, G. P. R., Santosa, M. H., Dewi, N. L. P. E. S., & Nitiasih, P. K. (2023). Assessing students’ writing skills in virtual classroom: strategies and challenges in EFL context. Journal on English as a Foreign Language, 13(1), 147–170. https://doi.org/10.23971/jefl.v13i1.5288

Djoub, Z. (2017). Assessment literacy: beyond teacher practice. In R. Al-Mahrooqi, C. Coombe, F. Al-Maamari, & V. Thakur (Eds.), Revisiting EFL assessment: critical perspectives (pp. 9–27). Springer. https://doi.org/10.1007/978-3-319-32601-6_4

Doǧanay, A., & Pinar, A. B. A. L. (2010). The measurement of students' achievement in teaching primary school fifth-year mathematics classes. Kuram ve Uygulamada Egitim Bilimleri, 10(1), 199–215. https://files.eric.ed.gov/fulltext/EJ882727.pdf

Earl, L. M. (2013). Assessment as learning: using assessment to maximize student learning. Corwin Press.

Farhady, H., & Tavassoli, K. (2018). Developing a language assessment knowledge test for EFL teachers: a data-driven approach. Iranian Journal of Language Teaching Research, 6(3), 79–94. https://doi.org/10.30466/IJLTR.2018.120602

Fitriyah, I., Masitoh, F., & Widiati, U. (2022). Classroom-based language assessment literacy and professional development needs between novice and experienced EFL teachers. Indonesian Journal of Applied Linguistics, 12(1), 126–136. https://doi.org/10.17509/ijal.v12i1.46539

FitzPatrick, B., & Schulz, H. (2015). Do curriculum outcomes and assessment activities in Science encourage higher-order thinking? Canadian Journal of Science, Mathematics and Technology Education, 15(2), 136–154. https://doi.org/10.1080/14926156.2015.1014074

Fulmer, G. W., Lee, I. C. H., & Tan, K. H. K. (2015). Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research. Assessment in Education: Principles, Policy and Practice, 22(4), 475–494. https://doi.org/10.1080/0969594X.2015.1017445

Fulmer, G. W., Tan, K. H. K., & Lee, I. C. H. (2019). Relationships among Singaporean secondary teachers’ conceptions of assessment and school and policy contextual factors. Assessment in Education: Principles, Policy and Practice, 26(2), 166–183. https://doi.org/10.1080/0969594X.2017.1336427

Giraldo, F. (2018). Language assessment literacy: implications for language teachers. Profile: Issues in Teachers’ Professional Development, 20(1), 179–195. https://doi.org/10.15446/profile.v20n1.62089

Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review, 17, 50–62. https://doi.org/10.1016/j.edurev.2015.12.002

Hutami, D. T., & Putro, N. H. P. S. (2023). Investigating teachers’ language assessment literacy in the implementation of the Merdeka Belajar (Freedom of Learning) Curriculum. VOLES: Voices of English Language Education Society, 7(1), 44–56. http://dx.doi.org/10.29408/veles.v7i1.7624

Islam, M. S. (2019). Assessment dilemmas in educational institutions. https://archive.dhakatribune.com/opinion/op-ed/2019/07/25/assessment-dilemmas-in-educational-institutions

Islam, M. S., Hasan, M. K., Sultana, S., Karim, A., & Rahman, M. M. (2021). English language assessment in Bangladesh today: principles, practices, and problems. Language Testing in Asia, 11(1), 1–21. https://doi.org/10.1186/s40468-020-00116-z

Jalilzadeh, K., & Coombe, C. (2023). Constraints in employing learning-oriented assessment in EFL classrooms: teachers’ perceptions. Language Testing in Asia, 13(1), 1–16. https://doi.org/10.1186/s40468-023-00222-8

Khan, P., & Iqbal, M. (2012). Over crowded classroom: a serious problem for teachers. Elixir Educational Technology, 49, 10162–10165.

Kozma, R. B. (2003). ICT and educational change: a global phenomenon. In R. B. Kozma (Ed.), Technology, innovation, and educational change: a global perspective (pp. 1–18). The International Society for Technology in Education.

Lam, R. (2019). Teacher assessment literacy: surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong. System, 81, 78–89. https://doi.org/10.1016/j.system.2019.01.006

Lincoln, Y. S., & Egon G. Guba. (1985). Naturalistic inquiry (Vol. 75). Sage Publications, Inc.

Luthfiyyah, R., Basyari, I. W., & Dwiniasih. (2020). EFL secondary teachers’ assessment literacy: assessment conceptions and practices. Journal on English as a Foreign Language, 10(2), 402–421. https://doi.org/10.23971/jefl.v10i2.2101

Merriam, S. B. (1998). Qualitative research and case study applications in education: revised and expanded from “case study research in education.” Jossey-Bass publishers.

Öz, S., & Atay, D. (2017). Turkish EFL instructors’ in-class language assessment literacy: perceptions and practices. ELT Research Journal, 6(1), 25–44. https://dergipark.org.tr/en/pub/eltrj/issue/28779/307996

Pambudi, N., & Ciptaningrum, D. S. (2023). English teachers’ oft-cited barriers and strategies to overcome the barriers in online assessment: the case of senior and vocational high schools in Indonesia. Journal on English as a Foreign Language, 13(1), 195–217. https://doi.org/10.23971/jefl.v13i1.5711

Popham, W. J. (2011). Assessment literacy overlooked: a teacher educator’s confession. The Teacher Educator, 46(4), 265–273. https://doi.org/10.1080/08878730.2011.605048

Prapphal, K. (2008). Issues and trends in language testing and assessment in Thailand. Language Testing, 25(1), 127–143. https://doi.org/10.1177/0265532207083748

Rasyid, M. N. A. (2012). Learning and teaching English as a foreign language in Indonesian higher education: dreams, realities and prospects. Alauddin University Press.

Rasyid, M. N. A. (2022). Teachers’ beliefs and practices towards language assessment in an Indonesian Islamic university. Langkawi: Journal of The Association for Arabic and English, 8(2), 131. https://doi.org/10.31332/lkw.v0i0.4475

Rea-Dickins, P. (2000). Assessment in early years language learning contexts. Language Testing, 17(2), 115–122. https://doi.org/10.1177/026553220001700201

Reeves, T. C. (2006). How do you know they are learning? the importance of alignment in higher education. International Journal of Learning Technology, 2(4), 294. https://doi.org/10.1504/ijlt.2006.011336

Rotherham, A. J., & Willingham, D. (2009). The 21st-century skills: the challenges ahead. Educational Leadership, 67(1), 16–21. https://doi.org/10.4135/9781483387451.n6

Sach, E. (2015). An exploration of teachers’ narratives: what are the facilitators and constraints which promote or inhibit ‘good’ formative assessment practices in schools? Education 3-13, 43(3), 322–335. https://doi.org/10.1080/03004279.2013.813956

Salkovsky, M., Romi, S., & Lewis, R. (2015). Teachers’ coping styles and factors inhibiting teachers’ preferred classroom management practice. Teaching and Teacher Education, 48, 56–65. https://doi.org/10.1016/j.tate.2015.01.016

Scheerens, J. (1990). School effectiveness research and the development of process indicators of school functioning. School Effectiveness and School Improvement, 1(1), 61–80. https://doi.org/10.1080/0924345900010106

Scott, D., & Morrison, M. (2006). Key ideas in educational research. Continuum International Publishing Group.

Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.2307/1176145

Silverman, D. (2006). Interpreting qualitative data: methods for analyzing talk, text, and interaction. Sage Publications Ltd.

Stefani, L. (2009). Planning teaching and learning: curriculum design and development. In H. Fry, S. Ketteridge, & Stephanie Marshall (Eds.), A handbook for teaching & learning in higher education: enhancing academic practice (pp. 40–57). Routledge.

Stiggins, R. J. (2002). Assessment crisis: the absence of assessment for learning. Phi Delta Kappan, 83(10), 758–765. https://doi.org/10.1177/003172170208301010

Sumardi, S., & Guci, R. I. (2023). HOTS-based language assessment literacy: challenges and prospects in English language teaching. Indonesian Journal of Applied Linguistics, 12(3), 818–827. https://doi.org/10.17509/ijal.v12i3.44261

Troudi, S., Coombe, C., & Al-Hamly, M. (2009). EFL teachers’ views of English language assessment in higher education in the United Arab Emirates and Kuwait. TESOL Quarterly, 43(3), 546–555. https://doi.org/10.1002/j.1545-7249.2009.tb00252.x

Tunaz, M. (2023). Pre-service ELT teachers’ perspectives of language assessment in emergency distance education. Ekev Akademi Dergisi, 93, 330–341. https://doi.org/10.17753/sosekev.1202936

Webb, M., & Jones, J. (2009). Exploring tensions in developing assessment for learning. Assessment in Education: Principles, Policy and Practice, 16(2), 165–184. https://doi.org/10.1080/09695940903075925

Yin, R. K. (2003). Case study research: design and methods. In Applied social research methods series, vol. 5. (3rd ed.). SAGE Publications. https://doi.org/10.1300/J145v03n03_07

Yin, R. K. (2016). Qualitative research from start to finish (2nd ed.). The Guilford Press.

Zulaiha, S., & Mulyono, H. (2020). Exploring junior high school EFL teachers’ training needs of assessment literacy. Cogent Education, 7, 1772943 https://doi.org/10.1080/2331186X.2020.1772943




DOI: https://doi.org/10.23971/jefl.v14i1.6963

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 THE AUTHOR(S)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JEFL is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU manuscript].

Editor and Administration Address:

Department of English Language EducationFaculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email: [email protected], Website: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl

OAI address of JEFL is available at http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/oai



Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

web
stats View My Stats


Flag Counter