Record Details

Formative Assessment: English Teachers’ Perspectives and Practices

English Language Teaching and Research Journal (ELTAR-J)

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Field Value
 
Title Formative Assessment: English Teachers’ Perspectives and Practices
 
Creator Bhandari, Bhim Lal
 
Subject English Language Teaching and Research
 
Description The study explores English language teachers’ perspectives and practices of formative assessment. In order to achieve the objective, the qualitative research design was used. I adopted the interpretive research paradigm and the qualitative phenomenological research method to bring the lived experiences of the participants. Four teachers from two campuses of Rupandehi were purposively selected as the research participants. The semi-structured interview and open-ended questions were used in order to draw out information from them. The study was carried out within the theoretical framework of constructivism theory. This study reveals English teachers’ good perspectives and practices of formative assessment as they are aware of the value, purposes, and various types of formative assessment. Since their perspective is clear, they use it to improve student's weaknesses, modify their existing practices, and bring desirable changes in time.  However, in practice, teachers do not implement all forms of formative assessment to engage students due to their inadequate practical knowledge, time constraints, and large classrooms.
 
Publisher Universitas Islam Malang
 
Contributor None
 
Date 2020-09-02
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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Format application/pdf
 
Identifier http://riset.unisma.ac.id/index.php/LTAR/article/view/7117
10.33474/eltar-j.v2i2.7117
 
Source English Language Teaching and Research Journal (ELTAR-J); Vol 2, No 2 (2020): Volume 2 Number 2
2715-4890
2715-4904
10.33474/eltar-j.v2i2
 
Language eng
 
Relation http://riset.unisma.ac.id/index.php/LTAR/article/view/7117/pdf
 
Rights Copyright (c) 2020 English Language Teaching and Research Journal (ELTAR-J)
http://creativecommons.org/licenses/by-nc-nd/4.0