Analysis of Implementation and Perception of Online Formative Assessment on Students’ Speaking Skill at Sukasada

This study investigated the perspective and the implementation of formative assessments by the teacher to the students in the SMPN 1 Sukasada. There were 1 English teacher and 11 students investigated as the informants. The data gained through closed-ended questionnaires and the teacher was interviewed by using Whatsapp chat. The result of this study shows that the teacher cannot assess the students’ speaking skill during this pandemic. In the point of view of students, they thought that speaking is important but, they do not have any gadgets to support their improvement in speaking skill. Based on this result the teacher has important role in developing the students’ language skills in order to achieve the objectives of the learning. The students also should be able to manage themselves during online learning. It is very challenging for both of participants in achieving the successes of the learning objectives.

EFL Students’ and Teachers’ Perceptions of Google Forms as a Digital Formative Assessment Tool in Saudi Secondary Schools

This study highlights students’ and teachers’ perceptions on using Google Forms as a formative assessment tool in EFL classrooms. The study implemented a mixed methods approach where a questionnaire was administered to students and interviews were carried out with English teachers in public secondary schools in two cities in Saudi Arabia. The questionnaire received 354 responses (32 males and 322 females) while in the structured interviews, 24 female English teachers provided their opinions on the advantages and disadvantages of integrating Google Forms into their classrooms. The purpose of this study is to explore students’ perceptions of online formative assessment via Google Forms in terms of perceived usefulness, perceived risk of cheating, and perceived self-efficacy. It also aims to analyze the positives and challenges faced by EFL teachers while using Google Forms as an online formative assessment tool. The results showed that both students and teachers believe that using Google Forms positively impacts students’ learning despite the risk of cheating and demonstrated several limitations with using Google Forms for teachers and students. However, English language teachers are recommended to engage all students in online formative assessment to monitor their progress over the course and design interventions to reduce cheating in online assessment. The present study helps increase the awareness of the positives and negatives of English online assessment in Saudi Arabia.

STUDENTS’ PERCEPTION TOWARDS THE IMPLEMENTATION OF ONLINE FORMATIVE ASSESSMENT IN ENGLISH LEARNING

The Indonesian government policy due to the emergence of the COVID-19 pandemic requires all students and teachers to carry out the learning process online. Starting from various learning strategies to the assessment process must be carried out by applying an online system. In line with this policy, this study was conducted with the aim of investigating the implementation of one type of assessment, namely formative assessment in online learning situations. This study focuses on students’ perceptions of the implementation of formative assessment in English learning. By using a mixed-method research design, data collection was carried out through survey and interview methods. The samples of this study were 215 students of a Junior High School in Bali, Indonesia and involved 8 students from the entire sample as participants in the interview. The survey results showed that students had a positive perception of the implementation of online formative assessment. This is also supported by information obtained in the interview process, in which students feel that this type of online formative assessment is comfortable to carry out, especially because of the use of simple and easy tools. In addition, students also feel that there are things that make online formative assessment less effective, such as the unavailability of feedback which also causes students to be less interested in this type of assessment. Through this study, it is hoped that it can provide various information for students and teachers for the purpose of improving the quality of the implementation of formative assessment in English learning.

EFL Students’ and Teachers’ Perceptions of Google Forms as a Digital Formative Assessment Tool in Saudi Secondary Schools

This study highlights students’ and teachers’ perceptions on using Google Forms as a formative assessment tool in EFL classrooms. The study implemented a mixed methods approach where a questionnaire was administered to students and interviews were carried out with English teachers in public secondary schools in two cities in Saudi Arabia. The questionnaire received 354 responses (32 males and 322 females) while in the structured interviews, 24 female English teachers provided their opinions on the advantages and disadvantages of integrating Google Forms into their classrooms. The purpose of this study is to explore students’ perceptions of online formative assessment via Google Forms in terms of perceived usefulness, perceived risk of cheating, and perceived self-efficacy. It also aims to analyze the positives and challenges faced by EFL teachers while using Google Forms as an online formative assessment tool. The results showed that both students and teachers believe that using Google Forms positively impacts students’ learning despite the risk of cheating and demonstrated several limitations with using Google Forms for teachers and students. However, English language teachers are recommended to engage all students in online formative assessment to monitor their progress over the course and design interventions to reduce cheating in online assessment. The present study helps increase the awareness of the positives and negatives of English online assessment in Saudi Arabia.

The Implementation of Online Formative Assessment in English Learning

The pandemic of COVID-19 is one of the major disasters in 2020 that have occurred throughout the world, including Indonesia. In the present situation and condition, in which most schools are currently implementing an online learning process, it is necessary to make sure that every students gain the information or knowledge that they must get as the result of the learning process. Hence, the formative assessment is in accordance with everyone's expectations that student must continue to gain information as their online learning outcomes. This study aimed to review other studies conducted by some previous researchers regarding the implementation of formative assessment in online learning environment. Since this kind of assessment was only recently applied in the COVID-19 pandemic situation, it is important to investigate the effect, as well as the perception of students and teacher in implementing formative assessment in online learning environment. A library research was conducted to collect the data. From this review study, it can be concluded that this assessment technique has the potential to be very useful to be implemented in English learning, both for teachers and students. There are correlation between motivation, self-efficacy, and strategic regulation of learning. The students and teacher also showed positive perception towards online formative assessment. Both the students and the teacher gained many beneficial things after the implementation of online formative assessment in English learning.

Web-based formative assessment through clinical cases: role in pathophysiology teaching

Background Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Methods Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Results Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P = 0.009). Conclusion Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.