Research Article
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Success and failure of English as a foreign language lecturer in applying the assessment as learning in higher education

Year 2021, Volume: 3 Issue: 2, 131 - 149, 24.08.2021
https://doi.org/10.47806/ijesacademic.896661

Abstract

The paper intends to describe how English as a Foreign Language lecturers succeed and fail to apply the assessment as learning in teaching and learning programs in higher education. The explanatory mixed-methods were conducted to survey 57 respondents in the higher institutions in the Special Province of Yogyakarta, Indonesia and to interview 8 respondents in the high-level group of applying the assessment. Two criteria of the success and failure are (1) to promote active and proactive learning and (2) to result in good learning outcome. The findings indicate that some of the lecturers succeeded to promote active and proactive learning of peer assessment, self-assessment, self-reflection in and outside classrooms and no criteria compliance, to provide oral and written feedback to students, and to result in good final grade. A lecturer failed to apply the assessment for her limited knowledge and some lecturers failed because of their low achieving students and of having no time to give feedback.

Supporting Institution

Directorate of Research and Community Service, the Directorate General of Empowering Research and Development of the Indonesian Ministry of Research Technology and Higher Education (Direktorat Riset dan Pengabdian Masyarakat, Direktorat Jenderal Penguatan Riset dan Pengembangan Kementerian Riset, Teknologi, dan Pendidikan Tinggi Republik Indonesia)

Project Number

Grant number 081/SP2HMAD/LT/DRPM/2020

Thanks

We would like to thank the Directorate of Research and Community Service, the Directorate General of Empowering Research and Development of the Indonesian Ministry of Research Technology and Higher Education (Direktorat Riset dan Pengabdian Masyarakat, Direktorat Jenderal Penguatan Riset dan Pengembangan Kementerian Riset, Teknologi, dan Pendidikan Tinggi Republik Indonesia) for the financial support for the research and publication of this article under the Grant number 081/SP2HMAD/LT/DRPM/2020.

References

  • Afriazi, R. (2000). Pembelajaran bahasa Inggris di perguruan tinggi menghadapi abad XXI. Jurnal Ilmu Pendidikan, 7 (1), 3—12.
  • Ahmed, A. & Abouabdelkader, H. (Eds.) (2018). Assessing EFL Writing in the 21st Century Arab World: Revealing the Unknown. Cham: Palgrave MacMillan.
  • Alderson, J. C., Brunfaut, T. & Harding, L. (2017). Bridging assessment and learning: a view from second and foreign language assessment. Assessment in Education: Principles, Policy & Practice, 24 (3), 379—387.
  • Allal, L. (2019). Assessment and the co-regulation of learning in the classroom. Assessment in Education: Principles Policy and Practice, 27(1), 1—18.
  • Ansyari, M. F. (2018). Developing a rubric for assessing pre-service English teacher struggles with instructional planning. Cogent Education, 5, 1—7.
  • Archer, E. (2017). The assessment purpose triangle: Balancing the purposes of educational assessment. Frontiers in Education, 2 (41), 1—7.
  • Attamimi, A. N. R. (2019). Statistik Pendidikan Tinggi, Higher Education Statistics 2019. Jakarta: Pusat Data dan Informasi Iptek Dikti.
  • Azis, A. (2015). Conceptions and practices of assessment: A case of teachers representing Improvement conception. TEFLIN Journal, 26 (2), 129—154.
  • Azwar, S. (1993). “Kelompok Subjek Ini Memiliki Harga Diri yang Rendah.” Kok, Tahu …? Buletin Psikologi, 2, 13—17.
  • Bai, B. & Wang, J. (2020). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 1—22.
  • Baird, J-A., Andrich, D., Hopfenbeck, T. N., Stobart, G. (2017). Assessment and learning: fields apart?. Assessment in Education: Principles, Policy & Practice, 24 (3), 317—350.
  • Black, P. & Wiliam, D. (1998). Inside the black box: raising standards through classroom assessment. The Phi Delta Kappan, 80 (2), 139—144.
  • Black, P. (1993). Formative and Summative Assessment by Teachers. Studies in Science Education, 21 (1), 49—97.
  • Brandmo, C., Panadero, E. & Hpfenbeck, T. N., (2020). Bridging classroom assessment and self-regulated Learning. Assessment in Education: Principles, Policy & Practice, 27 (4), 319—331.
  • Britton, A. M. (2015). Assessment for Learning in teaching English to Young Learners: teachers’ understanding, classroom practice and impact on interactions. Thesis submitted for the degree of Doctor of Philosophy in Applied Linguistics in University of Reading.
  • Chen, Z. & Goh, C. (2011). Teaching oral English in higher education: challenges to EFL teachers. Teaching in Higher Education, 16 (3), 333—345.
  • Cho, H. J., Yough, M. & Levesque-Bristol, C. (2020). Relationships between beliefs about assessment and self-regulated learning in second language learning. International Journal of Educational Research, 99, 1—12.
  • Chong, S. W. (2017). Three Paradigms of Classroom Assessment: Implications for Written Feedback Research. Language Assessment Quarterly, 15 (4), 330—347.
  • Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Fourth Edition. Boston: Pearson Education.
  • Deeley, S. J. (2018). Using technology to facilitate effective assessment for learning and feedback in higher education. Assessment & Evaluation in Higher Education, 43 (3), 439—448.
  • DeLuca, C., LaPointe-McEwan, D. & Luhanga, U. (2015). Teacher assessment literacy: a review of international standards and measures. Educational Assessment, Evaluation and Accountability, 28, 251—272.
  • DeLuca, C., LaPointe-McEwan, D. & Luhanga, U. (2016). Approaches to classroom assessment inventory: a new instrument to support teacher assessment literacy. Educational Assessment, 21 (4), 248—266.
  • Devece, C., Peris-Ortiz, M., Merigó, J. M., & Fuster, V. (2015). Linking the Development of Teamwork and Communication Skills in Higher Education. in Peris-Ortiz, M. & Lindahl, J. M. M. (Eds.). Sustainable Learning in Higher Education: Developing Competencies for the Global Marketplace. Cham: Springer.
  • Dewi, N. S. N., Marlina, N. & Supriyono, Y. (2019). The quest of self-directed learning of adult EFL learners in Indonesian higher education context. Journal of English Education and Linguistics Studies, 6(1), 73—89.
  • DiFrancesca, D., Nietfeld, J. L., Cao, L. (2015). A comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences, 45, 228—236.
  • Dolin, J., Black, P., Harlen, W. & Tiberghien, A. (2018). Exploring Relations Between Formative and Summative Assessment in Transforming Assessment through an Interplay Between Practice, Research and Policy. Cham: Springer Nature.
  • Earl, L. & Katz, S. (2006). Rethinking Classroom Assessment with Purpose in Mind: Assessment for Learning, Assessment as Learning, Assessment of Learning. Manitoba: Manitoba Education, Citizenship and Youth.
  • Earl, L. (2003). Assessment as Learning: Using Classroom Assessment to Maximise Student Learning. Thousand Oaks: Corwin Press.
  • Hay, P., Tinning, R. & Engstrom, C. (2015). Assessment as pedagogy: a consideration of pedagogical work and the preparation of kinesiology professionals. Physical Education and Sport Pedagogy, 20 (1), 31—34.
  • Hickey, D. T., Taasoobshirazi, G. & Cross, D. (2012). Assessment as learning: enhancing discourse, understanding, and achievement in innovative science curricula. Journal of Research in Science Teaching, 49 (10), 1240—1270.
  • Huang, S-C. (2016). No longer a teacher monologue—Involving EFL writing learners in teachers’ assessment and feedback processes. Taiwan Journal of TESOL, 13 (1), 1—31.
  • Ismael, D. A. (2017). Kurdish Tertiary EFL Teachers’ Assessment Literacy in Alternative Assessments and Its Influence on the Ethicality of Their Assessments in Al-Mahrooqi, R. Coombe, C., Al-Maamari, F. & Thakur, V. [eds.], Revisiting EFL Assessment: Critical Perspectives. Gewerbestrasse: Springer.
  • Ito, H. (2017). Rethinking active learning in the context of Japanese higher education. Cogent Education, 4, 1—10.
  • Lam, R. (2016). Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom. Studies in Higher Education, 41 (11), 1900—1917.
  • Lee, I. (2017). Classroom Writing Assessment and Feedback in L2 School Contexts. Singapore: Springer Nature.
  • Lee, I., Mak, P. & Yuan, R. E. (2019). Assessment as learning in primary writing classrooms: An exploratory study. Studies in Educational Evaluation, 62, 72—81.
  • Mbato, C. L. & Cendra, A. (2019). EFL undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation. Journal of English Language and Education, 5 (1), 66—82.
  • Mican, A. D. & Medina, L. C. (2015). Boosting vocabulary learning through self-assessment in an English language teaching context. Assessment & Evaluation in Higher Education, 42 (3) 398—414.
  • Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. Edition 3. California: SAGE Publications.
  • Mutch, C. (2012). Assessment for, of and as Learning: developing a sustainable assessment culture in New Zealand schools. Policy Futures in Education, 10 (4), 374—385.
  • Nawas, A. (2020). Grading anxiety with self and peer-assessment: A mixed-method study in an Indonesian EFL context. Issues in Educational Research, 30 (1), 224—244.
  • Oz, H. (2014). Turkish teachers’ practices of assessment for learning in the English as a foreign language classroom. Journal of Language Teaching and Research, 5 (4), 775—785.
  • Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8 (422), 1—28.
  • Pikhart, M. (2020). Intelligent information processing for language education: the use of artificial intelligence in language learning apps. Procedia Computer Science, 176, 1412—1419.
  • Pintrich, P. R. (2005). The role of goal orientation in self-regulated learning in Boekaerts, M., Pintrich, P. R. & Zeidner, M. Handbook of Self-Regulation. Burlington: Elsevier Academic Press.
  • Popham, W. J. (2009) Assessment Literacy for Teachers: Faddish or Fundamental?. Theory into Practice, 48, 4—11.
  • Purwanti, T. T. (2015). The implementation of self-assessment in writing class: a case study at STBA LIA Jakarta. TEFLIN Journal, 26 (1), 97—116.
  • Rodríguez-Gómez, G. & Ibarra-Sáiz, M. S. (2015). Assessment as Learning and Empowerment: Towards Sustainable Learning in Higher Education in Peris-Ortiz, M. & Lindahl, J. M. M. (Eds.). Sustainable Learning in Higher Education: Developing Competencies for the Global Marketplace. Cham: Springer.
  • Saefurrohman. (2015). Classroom assessment preference of Indonesian junior high school teachers in English as foreign language classes. Journal of Education and Practice, 6 (36), 104—110.
  • Saefurrohman. (2017). Indonesian EFL teachers’ classroom assessment methods in reading. Advances in Social Science, Education and Humanities Research, 109, 217—220.
  • Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30 (3), 309—327.
  • Tante, A. C. (2018). Primary school teachers’ classroom-based assessment feedback culture in English language. International Journal of Educational Research Review,3 (4),32—47.
  • Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. Assessment in Education, 14 (3), 281—294.
  • Vattoy, K-D. (2020). Feedback practice as responsive pedagogy in teaching English as a foreign language. Thesis for the Degree of Philosophy Doctor in Norwegian University of Science and Technology Faculty of Social and Educational Sciences Department of Teacher Education.
  • Vogt, K. & Tsagari, D. (2014). Assessment literacy of foreign language teachers: findings of a European study. Language Assessment Quarterly, 11, 374—402.
  • Wang, W. (2016). Using rubrics in student self-assessment: student perceptions in the English as a foreign language writing context. Assessment & Evaluation in Higher Education. 42 (8), 1280—1292.
  • Wanner, T. & Palmer, E. (2018). Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback. Assessment & Evaluation in Higher Education, 43 (2), 1032—1047.
  • Wei, J. & Llosa, L. (2015). Investigating differences between American and Indian raters in assessing TOEFL iBT speaking tasks. Language Assessment Quarterly, (12) 283–304,
  • Widiastuti, I. A. M. S. & Saukah, A. (2017). Formative assessment in EFL classroom practices. Bahasa dan Seni, 45 (1), 50—63.
  • Widiati, U. (2019). Catalogue, Department of English, 2019. Malang: Fakultas Sastra (Faculty of Letters), Universitas Negeri Malang (State University of Malang).
  • Wilson, B. M., Pollock, P. H. & Hamman, K. (2007). Does active learning enhance learner outcomes? Evidence from discussion participation in online classes. Journal of Political Science Education, 3, 131—142.
  • Wright, S. & Zheng, L. (2016). English in Chinese higher education: past difficulties, current initiatives and future challenges. Journal of World Languages, 3 (3), 167—183.
  • Yastibas, A. E. & Takkac, M. (2019). Understanding language assessment literacy: Developing language assessments. Journal of Language and Linguistic Studies, 14 (1), 178—193.
  • Zainuddin, Z. Habiburrahim, Muluk, S. & Keumala, C. M. (2019). How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics, 8 (3), 678—690.
  • Zimmerman, B. J. & Moylan, A. R. (2009). Self-Regulation: Where Metacognition and Motivation Intersect in Hacker, D. J., Dunlosky, J. & Graesser, A. C. (2009). Handbook of Metacognition in Education. New York: Routledge.
Year 2021, Volume: 3 Issue: 2, 131 - 149, 24.08.2021
https://doi.org/10.47806/ijesacademic.896661

Abstract

Project Number

Grant number 081/SP2HMAD/LT/DRPM/2020

References

  • Afriazi, R. (2000). Pembelajaran bahasa Inggris di perguruan tinggi menghadapi abad XXI. Jurnal Ilmu Pendidikan, 7 (1), 3—12.
  • Ahmed, A. & Abouabdelkader, H. (Eds.) (2018). Assessing EFL Writing in the 21st Century Arab World: Revealing the Unknown. Cham: Palgrave MacMillan.
  • Alderson, J. C., Brunfaut, T. & Harding, L. (2017). Bridging assessment and learning: a view from second and foreign language assessment. Assessment in Education: Principles, Policy & Practice, 24 (3), 379—387.
  • Allal, L. (2019). Assessment and the co-regulation of learning in the classroom. Assessment in Education: Principles Policy and Practice, 27(1), 1—18.
  • Ansyari, M. F. (2018). Developing a rubric for assessing pre-service English teacher struggles with instructional planning. Cogent Education, 5, 1—7.
  • Archer, E. (2017). The assessment purpose triangle: Balancing the purposes of educational assessment. Frontiers in Education, 2 (41), 1—7.
  • Attamimi, A. N. R. (2019). Statistik Pendidikan Tinggi, Higher Education Statistics 2019. Jakarta: Pusat Data dan Informasi Iptek Dikti.
  • Azis, A. (2015). Conceptions and practices of assessment: A case of teachers representing Improvement conception. TEFLIN Journal, 26 (2), 129—154.
  • Azwar, S. (1993). “Kelompok Subjek Ini Memiliki Harga Diri yang Rendah.” Kok, Tahu …? Buletin Psikologi, 2, 13—17.
  • Bai, B. & Wang, J. (2020). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 1—22.
  • Baird, J-A., Andrich, D., Hopfenbeck, T. N., Stobart, G. (2017). Assessment and learning: fields apart?. Assessment in Education: Principles, Policy & Practice, 24 (3), 317—350.
  • Black, P. & Wiliam, D. (1998). Inside the black box: raising standards through classroom assessment. The Phi Delta Kappan, 80 (2), 139—144.
  • Black, P. (1993). Formative and Summative Assessment by Teachers. Studies in Science Education, 21 (1), 49—97.
  • Brandmo, C., Panadero, E. & Hpfenbeck, T. N., (2020). Bridging classroom assessment and self-regulated Learning. Assessment in Education: Principles, Policy & Practice, 27 (4), 319—331.
  • Britton, A. M. (2015). Assessment for Learning in teaching English to Young Learners: teachers’ understanding, classroom practice and impact on interactions. Thesis submitted for the degree of Doctor of Philosophy in Applied Linguistics in University of Reading.
  • Chen, Z. & Goh, C. (2011). Teaching oral English in higher education: challenges to EFL teachers. Teaching in Higher Education, 16 (3), 333—345.
  • Cho, H. J., Yough, M. & Levesque-Bristol, C. (2020). Relationships between beliefs about assessment and self-regulated learning in second language learning. International Journal of Educational Research, 99, 1—12.
  • Chong, S. W. (2017). Three Paradigms of Classroom Assessment: Implications for Written Feedback Research. Language Assessment Quarterly, 15 (4), 330—347.
  • Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Fourth Edition. Boston: Pearson Education.
  • Deeley, S. J. (2018). Using technology to facilitate effective assessment for learning and feedback in higher education. Assessment & Evaluation in Higher Education, 43 (3), 439—448.
  • DeLuca, C., LaPointe-McEwan, D. & Luhanga, U. (2015). Teacher assessment literacy: a review of international standards and measures. Educational Assessment, Evaluation and Accountability, 28, 251—272.
  • DeLuca, C., LaPointe-McEwan, D. & Luhanga, U. (2016). Approaches to classroom assessment inventory: a new instrument to support teacher assessment literacy. Educational Assessment, 21 (4), 248—266.
  • Devece, C., Peris-Ortiz, M., Merigó, J. M., & Fuster, V. (2015). Linking the Development of Teamwork and Communication Skills in Higher Education. in Peris-Ortiz, M. & Lindahl, J. M. M. (Eds.). Sustainable Learning in Higher Education: Developing Competencies for the Global Marketplace. Cham: Springer.
  • Dewi, N. S. N., Marlina, N. & Supriyono, Y. (2019). The quest of self-directed learning of adult EFL learners in Indonesian higher education context. Journal of English Education and Linguistics Studies, 6(1), 73—89.
  • DiFrancesca, D., Nietfeld, J. L., Cao, L. (2015). A comparison of high and low achieving students on self-regulated learning variables. Learning and Individual Differences, 45, 228—236.
  • Dolin, J., Black, P., Harlen, W. & Tiberghien, A. (2018). Exploring Relations Between Formative and Summative Assessment in Transforming Assessment through an Interplay Between Practice, Research and Policy. Cham: Springer Nature.
  • Earl, L. & Katz, S. (2006). Rethinking Classroom Assessment with Purpose in Mind: Assessment for Learning, Assessment as Learning, Assessment of Learning. Manitoba: Manitoba Education, Citizenship and Youth.
  • Earl, L. (2003). Assessment as Learning: Using Classroom Assessment to Maximise Student Learning. Thousand Oaks: Corwin Press.
  • Hay, P., Tinning, R. & Engstrom, C. (2015). Assessment as pedagogy: a consideration of pedagogical work and the preparation of kinesiology professionals. Physical Education and Sport Pedagogy, 20 (1), 31—34.
  • Hickey, D. T., Taasoobshirazi, G. & Cross, D. (2012). Assessment as learning: enhancing discourse, understanding, and achievement in innovative science curricula. Journal of Research in Science Teaching, 49 (10), 1240—1270.
  • Huang, S-C. (2016). No longer a teacher monologue—Involving EFL writing learners in teachers’ assessment and feedback processes. Taiwan Journal of TESOL, 13 (1), 1—31.
  • Ismael, D. A. (2017). Kurdish Tertiary EFL Teachers’ Assessment Literacy in Alternative Assessments and Its Influence on the Ethicality of Their Assessments in Al-Mahrooqi, R. Coombe, C., Al-Maamari, F. & Thakur, V. [eds.], Revisiting EFL Assessment: Critical Perspectives. Gewerbestrasse: Springer.
  • Ito, H. (2017). Rethinking active learning in the context of Japanese higher education. Cogent Education, 4, 1—10.
  • Lam, R. (2016). Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom. Studies in Higher Education, 41 (11), 1900—1917.
  • Lee, I. (2017). Classroom Writing Assessment and Feedback in L2 School Contexts. Singapore: Springer Nature.
  • Lee, I., Mak, P. & Yuan, R. E. (2019). Assessment as learning in primary writing classrooms: An exploratory study. Studies in Educational Evaluation, 62, 72—81.
  • Mbato, C. L. & Cendra, A. (2019). EFL undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation. Journal of English Language and Education, 5 (1), 66—82.
  • Mican, A. D. & Medina, L. C. (2015). Boosting vocabulary learning through self-assessment in an English language teaching context. Assessment & Evaluation in Higher Education, 42 (3) 398—414.
  • Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. Edition 3. California: SAGE Publications.
  • Mutch, C. (2012). Assessment for, of and as Learning: developing a sustainable assessment culture in New Zealand schools. Policy Futures in Education, 10 (4), 374—385.
  • Nawas, A. (2020). Grading anxiety with self and peer-assessment: A mixed-method study in an Indonesian EFL context. Issues in Educational Research, 30 (1), 224—244.
  • Oz, H. (2014). Turkish teachers’ practices of assessment for learning in the English as a foreign language classroom. Journal of Language Teaching and Research, 5 (4), 775—785.
  • Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8 (422), 1—28.
  • Pikhart, M. (2020). Intelligent information processing for language education: the use of artificial intelligence in language learning apps. Procedia Computer Science, 176, 1412—1419.
  • Pintrich, P. R. (2005). The role of goal orientation in self-regulated learning in Boekaerts, M., Pintrich, P. R. & Zeidner, M. Handbook of Self-Regulation. Burlington: Elsevier Academic Press.
  • Popham, W. J. (2009) Assessment Literacy for Teachers: Faddish or Fundamental?. Theory into Practice, 48, 4—11.
  • Purwanti, T. T. (2015). The implementation of self-assessment in writing class: a case study at STBA LIA Jakarta. TEFLIN Journal, 26 (1), 97—116.
  • Rodríguez-Gómez, G. & Ibarra-Sáiz, M. S. (2015). Assessment as Learning and Empowerment: Towards Sustainable Learning in Higher Education in Peris-Ortiz, M. & Lindahl, J. M. M. (Eds.). Sustainable Learning in Higher Education: Developing Competencies for the Global Marketplace. Cham: Springer.
  • Saefurrohman. (2015). Classroom assessment preference of Indonesian junior high school teachers in English as foreign language classes. Journal of Education and Practice, 6 (36), 104—110.
  • Saefurrohman. (2017). Indonesian EFL teachers’ classroom assessment methods in reading. Advances in Social Science, Education and Humanities Research, 109, 217—220.
  • Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30 (3), 309—327.
  • Tante, A. C. (2018). Primary school teachers’ classroom-based assessment feedback culture in English language. International Journal of Educational Research Review,3 (4),32—47.
  • Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. Assessment in Education, 14 (3), 281—294.
  • Vattoy, K-D. (2020). Feedback practice as responsive pedagogy in teaching English as a foreign language. Thesis for the Degree of Philosophy Doctor in Norwegian University of Science and Technology Faculty of Social and Educational Sciences Department of Teacher Education.
  • Vogt, K. & Tsagari, D. (2014). Assessment literacy of foreign language teachers: findings of a European study. Language Assessment Quarterly, 11, 374—402.
  • Wang, W. (2016). Using rubrics in student self-assessment: student perceptions in the English as a foreign language writing context. Assessment & Evaluation in Higher Education. 42 (8), 1280—1292.
  • Wanner, T. & Palmer, E. (2018). Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback. Assessment & Evaluation in Higher Education, 43 (2), 1032—1047.
  • Wei, J. & Llosa, L. (2015). Investigating differences between American and Indian raters in assessing TOEFL iBT speaking tasks. Language Assessment Quarterly, (12) 283–304,
  • Widiastuti, I. A. M. S. & Saukah, A. (2017). Formative assessment in EFL classroom practices. Bahasa dan Seni, 45 (1), 50—63.
  • Widiati, U. (2019). Catalogue, Department of English, 2019. Malang: Fakultas Sastra (Faculty of Letters), Universitas Negeri Malang (State University of Malang).
  • Wilson, B. M., Pollock, P. H. & Hamman, K. (2007). Does active learning enhance learner outcomes? Evidence from discussion participation in online classes. Journal of Political Science Education, 3, 131—142.
  • Wright, S. & Zheng, L. (2016). English in Chinese higher education: past difficulties, current initiatives and future challenges. Journal of World Languages, 3 (3), 167—183.
  • Yastibas, A. E. & Takkac, M. (2019). Understanding language assessment literacy: Developing language assessments. Journal of Language and Linguistic Studies, 14 (1), 178—193.
  • Zainuddin, Z. Habiburrahim, Muluk, S. & Keumala, C. M. (2019). How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics, 8 (3), 678—690.
  • Zimmerman, B. J. & Moylan, A. R. (2009). Self-Regulation: Where Metacognition and Motivation Intersect in Hacker, D. J., Dunlosky, J. & Graesser, A. C. (2009). Handbook of Metacognition in Education. New York: Routledge.
There are 65 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Agung Prihantoro 0000-0001-6287-2435

Toto Hermawan This is me 0000-0002-7329-0374

Project Number Grant number 081/SP2HMAD/LT/DRPM/2020
Publication Date August 24, 2021
Submission Date March 16, 2021
Published in Issue Year 2021 Volume: 3 Issue: 2

Cite

APA Prihantoro, A., & Hermawan, T. (2021). Success and failure of English as a foreign language lecturer in applying the assessment as learning in higher education. International Journal of Educational Spectrum, 3(2), 131-149. https://doi.org/10.47806/ijesacademic.896661

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