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Journal articles on the topic 'Summative Assessments in English'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Faidatuz Zahroini Hasyim, Nunung Nurjati, and Endah Yulia Rahayu. "Exploring The Washback Effect of Summative Assessment on Junior High Schools Efl Students: Insight From Teachers' Perspectives." EduInovasi: Journal of Basic Educational Studies 5, no. 2 (2025): 781–96. https://doi.org/10.47467/edu.v5i2.7425.

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This study examines the impact of summative assessments on English language learning in junior high schools from teachers' perspectives. Summative assessments, which evaluate students' learning outcomes at the end of an instructional period, significantly influence teaching strategies and student motivation. The purpose of this study is to explore how teachers perceive and respond to the effects of summative assessments in their classrooms. This research employs a qualitative approach using thematic analysis, with data collected through interviews with junior high school English teachers. The

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Nurwahidah, Nurwahidah, Maulana Rizki Hamidi, Nida Husna, Muhammad Farkhan, Didin Nuruddin Hidayat, and Alek Alek. "English Teachers’ Challenges in Constructing Remote English Summative Assessment during Covid-19 Pandemic." Linguistic, English Education and Art (LEEA) Journal 5, no. 2 (2022): 183–93. http://dx.doi.org/10.31539/leea.v5i2.3534.

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This study aims to investigate English teachers’ challenges in constructing remote English summative assessments for junior high school students during the COVID-19 Pandemic. The method used in this research is a qualitative method with descriptive research in case study design. The results of this study obtained from 33 English teachers of Junior High schools from 8 big provinces in Indonesia highlighted technical problems and the validity and reliability of the test become the main challenges when the teachers construct a remote summative assessment for junior high school students. Furthermo

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Chandio, Muhammad Tufail, and Saima Jafferi Jafferi. "Teaching English as a Language not Subject by Employing Formative Assessment." Journal of Education and Educational Development 2, no. 2 (2016): 151. http://dx.doi.org/10.22555/joeed.v2i2.444.

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English is a second language (L2) in Sindh, Pakistan. Most of the public sector schools in Sindh teach English as a subject rather than a language. Besides, they do not distinguish between generic pedagogy and distinctive approaches used for teaching English as a first language (L1) and second language (L2). In addition, the erroneous traditional assessment focuses on only writing and reading skills and the listening and speaking skills of L2 remain excluded. There is a great emphasis on summative assessments, which contribute to a qualification; however, formative assessments, which provide t

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Rianti, Riska, Zulfadli A. Aziz, and Muhammad Aulia. "INCORPORATING HIGHER ORDER THINKING SKILLS INTO ENGLISH SUMMATIVE ASSESSMENTS." English Review: Journal of English Education 12, no. 1 (2024): 353–60. http://dx.doi.org/10.25134/erjee.v12i1.9301.

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Higher-Order Thinking Skills (HOTS) are considered as one of the 21st-century skills in education. One of the most efficient strategies to promote HOTS is through assessment. This study aims to find out the percentage of Higher-Order Thinking Skills (HOTS) used in English teachers’ summative assessment in an Islamic junior high school in Banda Aceh. In this qualitative study, Anderson's (2001) taxonomy, which divided thinking skills into two categories: lower-order thinking skills (remembering, understanding, and applying) and higher-order thinking skills (analyzing, evaluating, creating) were

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Tiana, Ella Aprilia. "An Analysis of Content Validity on English Summative Assessment of Fifth Grade in The First Semester in Merdeka Curriculum." Journal of English Teaching and Linguistic Issues (JETLI) 3, no. 1 (2024): 1–8. http://dx.doi.org/10.58194/jetli.v3i1.1839.

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This paper was qualitative research and used content analysis design. This paper aims to analyze the content validity of English summative assessment and the writer tries to know whether the test items are in line with the learning objectives or not. It will describe the conformity and inconformity of three different English summative assessment from three different schools which already implemented Merdeka curriculum. The writer also tries to compare those three English summative assessments. The result showed that UPT SDN 51 Gresik has 100% valid items, UPT SDN 31 Gresik has 93% valid items,

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Marshall, Bethan, and Simon Gibbons. "Assessing English: A Comparison between Canada and England’s Assessment Procedures." Education Sciences 8, no. 4 (2018): 211. http://dx.doi.org/10.3390/educsci8040211.

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English as a subject used to be assessed using course-based or portfolio assessments but now it is increasingly examined through terminal tests. Canada is an exception to this rule. This paper compares the way English is assessed in England and Canada and looks to the ways in which the kind of assessment undertaken affects the practices of English teachers both in the teaching of summative and formative assessment.

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Tatheer Aziz. "Language Learning Outcomes: A Critical Analysis of Assessment Methods and Their Effects on Student Achievement." Journal of Information Systems Engineering and Management 10, no. 33s (2025): 580–95. https://doi.org/10.52783/jisem.v10i33s.5567.

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The landscape of English Language Learning (ELL) assessment is evolving, necessitating innovative methods to thoroughly assess students' linguistic proficiency. Traditional assessment methods often fail to capture the dynamic and diverse characteristics of language acquisition. Summative evaluations, while providing an overview of proficiency, may lack precision in identifying areas for improvement. This paper provides a comprehensive technique that combines summative and performance-based evaluations to address the limitations of conventional assessment methodologies. The objective is to enha

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Nosratinia, Mania, and Farahnaz Abdi. "The Comparative Effect of Portfolio and Summative Assessments on EFL Learners' Writing Ability, Anxiety, and Autonomy." Journal of Language Teaching and Research 8, no. 4 (2017): 823. http://dx.doi.org/10.17507/jltr.0804.24.

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The present study was an attempt to systematically compare the effect of portfolio and summative assessment on writing ability, anxiety, and autonomy of English as a Foreign Language (EFL) learners. The participants were 70 male and female intermediate level EFL learners, between 19 and 35 (Mage = 27), who were non-randomly selected from among 90 EFL learners through employing a piloted sample of the Preliminary English Test (PET). They were randomly assigned into two experimental groups of 35, named portfolio assessment writing and summative assessment writing. Prior to the treatment phase, t

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Cristobal, Jay-ar. "Test Construction Principles Violated in Selected Summative Tests in English." American Journal of Arts and Human Science 1, no. 2 (2022): 33–39. https://doi.org/10.54536/ajahs.v1i2.317.

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Teachers give many forms of assessment to measure their students’ performance and achievement. Paper and pencil test might be considered as an old and traditional form of assessment, but it is still effective until now. However, it has been observed that many test papers contain erroneous test papers. Thus, this descriptive study aimed to determine the test construction principles violated in sixteen summative tests in English gathered from high school teachers in a public secondary school in San Nicolas, Ilocos Norte, Philippines.  Frequency counts and percentages were used to trea

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10

Eryantini, Intan, and Mauly Halwat Hikmat. "Authentic Assessment of English Language Learners Used in An Indonesia High School." Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) 4, no. 3 (2024): 1207–15. http://dx.doi.org/10.53299/jppi.v4i3.723.

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The purpose of this study is to describe (1) the type of assessment used by teachers in assessing student in learning english and (2) the authentic assessment used by teachers in assessing students in learning english. The research method used is qualitative with a descriptive type. The sample technique used is purposive sampling. Two English language teachers in grades ten and eleven at SMA Muhammadiyah Special Program Kottabarat Surakarta are the subjects of this study. Interviews, documentation, and observation are the research methods used. The data analysis techniques used are data collec

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Achadiyah, Rachmawati, and Muhammad Ulul Azmi. "Hots Manifestation in English Summative Assessment." English Education:Journal of English Teaching and Research 8, no. 2 (2023): 220–31. http://dx.doi.org/10.29407/jetar.v8i2.20915.

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Higher-order thinking gains a positive role in language assessment since it is compulsory to be implemented in the teaching-learning and evaluation system of the latest curriculum. The implementation of HOTS in English tests assists students in practicing their analytical, critical, and problem-solving skills in real life. It is essential to know how the hots question is narrated in English summative assessment. Myriad research has examined the thinking level applied in English summative tests. However, there has been less previous evidence for portraying how the hots questions were being narr

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Anjani, Jihan Nur'ain. "SUMMATIVE ASSESSMENT PERFORMED BY ENGLISH TEACHER IN PANDEMIC ERA." Journal of English Teaching and Linguistics Studies (JET Li) 4, no. 1 (2022): 13–18. http://dx.doi.org/10.55215/jetli.v4i1.5078.

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Covid-19 pandemic changes people’s daily habits including educational activities. Schools have to conduct summative assessments online. Although in Indonesia online assessment is not that new, the teacher has to do a necessary assessment. This research aims to know how summative assessment is performed by high school English teachers in the pandemic era. This research is conducted at MAS Daarul Fataa. The participants in this research are 40 students, an English teacher, and a vice principal of curriculum of MAS Daarul Fataa. To gain the research data, documentation, questionnaires, and interv

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Netta, Ayuna. "English Lecturers' Ways in Assessing Students' Speaking Skill." ACCENTIA: Journal of English Language and Education 1, no. 1 (2021): 1–8. http://dx.doi.org/10.37598/accentia.v1i1.928.

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This study analyzes the lecturers’ ways in assessing students’ speaking skill. The study used a qualitative method to investigate four English lecturers and uses interview as the instrument to obtain the data needed. The findings show that the assessments used can be both formative and summative. The lecturers have utilized both formal and informal assessments to track and quantify their students' learning progress and determine whether the course’s objectives have been met.

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Nosirova, Dilnoza. "EVALUATION IN ENGLISH LANGUAGE INSTRUCTION: A THOROUGH EXAMINATION." MODERN SCIENCE AND RESEARCH 3, no. 1 (2024): 497–503. https://doi.org/10.5281/zenodo.10524997.

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<em>When teaching English as a second language, assessment is essential for tracking students' development and success. Teachers employ both formative and summative assessments, conforming to norms such as validity, fairness, and fairness. Clearly stating learning objectives, employing a variety of techniques, establishing explicit standards, and promoting self-evaluation are examples of best practices. Ensuring justice, taking linguistic variety into account, and meeting specific needs are challenges. Opportunities are presented by competency-based education and technology, and new innovation

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Cristobal, Jay-ar. "Test Construction Principles Violated in Selected Summative Tests in English." American Journal of Arts and Human Science 1, no. 2 (2022): 33–39. http://dx.doi.org/10.54536/ajahs.v1i2.317.

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Teachers give many forms of assessment to measure their students’ performance and achievement. Paper and pencil test might be considered as an old and traditional form of assessment, but it is still effective until now. However, it has been observed that many test papers contain erroneous test papers. Thus, this descriptive study aimed to determine the test construction principles violated in sixteen summative tests in English gathered from high school teachers in a public secondary school in San Nicolas, Ilocos Norte, Philippines. Frequency counts and percentages were used to treat the data g

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Pan, Yi-Ching. "A work-based approach for improving students’ performance in the college general English class." English Language Teaching Educational Journal 7, no. 2 (2024): 65–78. http://dx.doi.org/10.12928/eltej.v7i2.11017.

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Many university students in Taiwan have complained that the general English class is not very exciting nor useful for the workplace due to its exam-oriented and teacher-centered instruction focus. Such negative impressions often lead to a low motivation toward learning English and affect students’ learning outcomes. This study aimed to establish an innovative work-based teaching approach and to explore whether it can help enhance students’ motivation to learn English, positively impacting their overall performances. The work-based teaching approach included job-seeking activities involving sel

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Boyko, Yakiv. "USING THE ASSESSMENT SYSTEM AND MODERN DIGITAL TECHNOLOGIES IN THE PROCESS OF TEACHING ENGLISH." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 63–70. http://dx.doi.org/10.31499/2706-6258.1(5).2021.235184.

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The predominance of English in the media, particularly on the internet, have been responsible for driving change in language education policy and there is a global trend towards introducing English language teaching into the system of education.The introduction of web 2.0 network services in language education is one of the promising areas of informatization of the educational process, which helps to foster a stable communication competence in the students and design formative assessment under the guidance of an experienced teacher. Modern digital technologies with the transition to a more com

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18

Ahmedova, Maral. "Scaling of Students’ Language Skills in English as a Foreign Language." EuroGlobal Journal of Linguistics and Language Education 2, no. 1 (2025): 24–32. https://doi.org/10.69760/egjlle.250003.

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This article explores the essential components of effective language skills assessment in English as a Foreign Language (EFL) teaching, focusing on the integration of knowledge, skills, and principles. It emphasizes the importance of teachers' understanding of language, proficiency in test design and implementation, and adherence to ethical practices such as fairness, reliability, and validity. The study highlights common methodological challenges, including insufficient teacher training, over-reliance on summative assessments, and lack of diversity in testing methods, and offers practical sol

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Pratiwi, N. P. Wismayani, N. L. P. E. Sulistia Dewi, and A. A. G. Yudha Paramartha. "The Reflection of HOTS in EFL Teachers’ Summative Assessment." Journal of Education Research and Evaluation 3, no. 3 (2019): 127. http://dx.doi.org/10.23887/jere.v3i3.21853.

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This study is aimed at analyzing how summative assessments made by eleventh-grade English teachers reflect Higher Order Thinking Skills (HOTS). This was qualitative research that involved 3 English subject teachers in Senior High Schools in Bali, Indonesia. Meanwhile, the object of this research was summative assessment in the form of teacher-made test items for class XI Semester I in the academic year of 2018/2019. The items were analyzed by the document analysis method to determine the extent to which HOTS based on Revised Bloom's Taxonomy was reflected in the teacher-made test. Meanwhile, a

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20

Norman, Phillip. "Testing English: formative and summative approaches to English assessment." British Educational Research Journal 37, no. 6 (2011): 1055–57. http://dx.doi.org/10.1080/01411926.2011.603036.

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21

Zhang, Zhe, Mohd Isa Hamzah, and Khairul Azhar Jamaludin. "A Cognitive Diagnostic Model of Reading Ability based on China’s Standards of English Language Ability." Forum for Linguistic Studies 6, no. 6 (2024): 800–815. https://doi.org/10.30564/fls.v6i6.7551.

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Traditional English reading assessments in China typically provide a single summative score, without revealing the extent to which students have mastered different aspects of reading comprehension. Cognitive Diagnostic Models (CDMs), as a type of multidimensional latent trait model, offer diagnostic insights by presenting examinees' proficiency levels across a set of predefined skills. Cognitive diagnostic assessments based on these models can deliver multidimensional, fine-grained evaluation results, thus overcoming the limitations of traditional unidimensional score-based assessments. Based

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Wolf, Mikyung Kim, Danielle Guzman-Orth, and Maurice Cogan Hauck. "Next-Generation Summative English Language Proficiency Assessments for English Learners: Priorities for Policy and Research." ETS Research Report Series 2016, no. 1 (2016): 1–23. http://dx.doi.org/10.1002/ets2.12091.

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Fathan Ghotafani, Rama Dwika Herdiawan, and Eva Fitriani Syarifah. "Learning Assessment in Kurikulum Merdeka: Practice and Challanges in EFL Classroom." Papanda Journal of English Education 2, no. 2 (2023): 48–54. https://doi.org/10.56916/pjee.v2i2.879.

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Assessment is considered important for improving students’ performance and contributing to better teaching and more efficient learning. This research aims to explore how EFL teacher implement the learning assessment in the class, and the challenges faced by teacher in conducting the assessment. Thus, this research was conducted at one of vocational schools in Majalengka. This research employs a narrative inquiry as the research design. This research use observation, document analysis and interview as the data collection method. The observation was conducted two times at eleventh-grade class an

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Peñafiel, Nicanor, and Adrian Protacio. "Testing Practices of English Teachers in Selected Public Secondary Schools." Psychology and Education: A Multidisciplinary Journal 36, no. 6 (2025): 621–31. https://doi.org/10.70838/pemj.360601.

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Effective language testing is crucial for assessing students’ proficiency and guiding teachers’ instructional strategies. Ensuring valid and reliable assessments is essential in junior high schools, where language skills are fundamental to academic success. However, challenges such as inconsistent test preparation and inadequate teacher training can hinder the effectiveness of these evaluations. This study investigated English language testing practices among junior high school teachers in selected public secondary schools within Bagumbayan District, Sultan Kudarat. It examined teachers’ prepa

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Tiana, Ella Aprilia, and Nirwanto Maruf. "Aligning Assessment and Curriculum: A Study of Summative Tests in Educational Settings." JET ADI BUANA 9, no. 01 (2024): 29–36. http://dx.doi.org/10.36456/jet.v9.n01.2024.8884.

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The study aims to explore the alignment between English summative tests and prescribed learning objectives within curriculum documents, highlighting areas of both conformity and inconformity. Employing meticulous analysis, the research identifies instances where test content aligns with specified learning objectives, while also pinpointing discrepancies or deviations. Through qualitative analysis, the study examines the degree of alignment between test content and prescribed objectives. The findings underscore numerous instances of alignment, particularly among test items correlating directly

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Kotkovets, Alina, and Natalia Nikitina. "ONLINE VOCABULARY GAMES IN THE ASSESSMENT OF FUTURE BACHELORS’ IN APPLIED MECHANICS ENGLISH LEXICAL COMPETENCE." Grail of Science, no. 28 (June 24, 2023): 408–9. http://dx.doi.org/10.36074/grail-of-science.09.06.2023.66.

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Nowadays, more and more digital platforms and services are used in language teaching and assessment. Online vocabulary games may be an effective tool in language learning process. They might be of great interest in particular in teaching English for specific purposes. Future bachelors in applied mechanics in their professional communication have to deal with a large number of terms related to technical and scientific topics. To make sure these terminological lexical units are mastered by the students, formative and summative assessments are applied. Online vocabulary games may be successfully

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Han, Chao. "A generalizability theory study of optimal measurement design for a summative assessment of English/Chinese consecutive interpreting." Language Testing 36, no. 3 (2018): 419–38. http://dx.doi.org/10.1177/0265532218809396.

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Summative assessment of interpretation is widely conducted in interpreting courses/programs to inform high-stakes decision making, such as the selection, certification, and conferral of academic degrees. Yet there has been very limited empirical research to investigate the score dependability of summative interpretation assessment. The present study therefore sets out to explore the optimal measurement design(s) for a locally created summative assessment of English/Chinese consecutive interpretation, based on multiple fully crossed generalizability studies. Major findings include the following

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Changxia, Ke. "The Application of Formative Assessment in High School English Reading Teaching." Journal of Humanities and Education Development 5, no. 5 (2023): 28–34. http://dx.doi.org/10.22161/jhed.5.5.5.

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Teaching evaluation is a very important part of high school English teaching. Curriculum assessment has an important impact on students' learning effectiveness and achievement. The current research on English reading teaching dominated by summative assessment only focuses on the strategic research on how to promote the improvement of English reading ability in schools, which makes it difficult for students to form good reading habits. Compared with summative assessment, formative assessment can enable high school students to participate more fully in the classroom, and to a certain extent, eff

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Sembiring, Lina, and Shafa Salsabila Sembiring. "Practical Application of Assessment Theories for English Teacher through Digital Technologies." ETERNAL (English Teaching Journal) 15, no. 2 (2024): 378–87. http://dx.doi.org/10.26877/eternal.v15i2.830.

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Digital technology has revolutionized educational quality, particularly in English as a Foreign Language (EFL) classrooms. This article examines the benefits and challenges of using web-based applications such as Kahoot, Quizizz, Google Apps, and Nearpod for assessments. These tools offer innovative alternatives to traditional methods by enabling dynamic evaluation of student progress, providing real-time feedback, and creating engaging learning experiences. However, challenges such as internet connectivity issues, technological proficiency gaps, and the need for adequate devices can hinder th

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Zigo, Diane, and Regina Dunlavey Derrico. "Book Walk: Works That Move Our Teaching Forward: Helping Students Understand Long-Rang Planning through an Integration of Texts." English Education 39, no. 2 (2007): 177–84. http://dx.doi.org/10.58680/ee20075950.

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Between 2002 and 2005, we worked together in a teaching block of two combined methods and instructional strategies courses in our graduate level initial certification program in English education. Each year, we continually revised the instructional experiences we planned for our students, based on our ongoing formative and summative assessments of their growth as reflective educators.

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Kvasova, Olga. "DEVELOPING QUALITY ASSESSMENTS OF ORAL SPEECH IN ENGLISH." АRS LINGUODIDACTICAE, no. 1 (2017): 16–24. http://dx.doi.org/10.17721/2663-0303.2017.1.03.

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Background: Oral speech in a foreign language is an issue the theoreticians and practitioners has been discussing for decades and which has gained particular importance in today’s globalized world. Teaching and assessing English language oral skills is now being implemented in compliance with the Common European Framework of Reference. However, assessing oral speech has been so far in the focus of studies almost exclusively outsideUkraine which makes these issues crucial in the national context. The complexity of developing oral tests has impeded the introduction of oral part in the Independe

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Launspach, Sonja. "Team-based learning and English grammar: Building community and lowering affect." Proceedings of the Linguistic Society of America 6, no. 2 (2021): 5097. http://dx.doi.org/10.3765/plsa.v6i2.5097.

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This paper explores the initial use of Team-Based Learning (TBL) and Ungrading approaches in a synchronous on-line basic English grammar course for non-linguistics majors. The study employs TBL and Ungrading approaches to create a supportive learning community, address students’ fear of grammar, and provide more effective formative and summative assessments. Qualitative analysis of students’ reflective writing suggests that implementation of both TBL and Ungrading has a positive effect on students’ learning experiences.

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Suek, Leni Amelia. "ITEM ANALYSIS OF AN ENGLISH SUMMATIVE TEST." PEJLaC: Pattimura Excellence Journal of Language and Culture 1, no. 1 (2021): 9–18. http://dx.doi.org/10.30598/pejlac.v1.i1.pp9-18.

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While almost half of the teachersâ€™ activities are assessing their students, they are not well-prepared with assessment literacy training. Hence, they are unable to produce good tests to measure studentsâ€™ level of knowledge and skills. This study is aimed at analyzing item difficulty and item discrimination of a test made by an English teacher at a junior high school in Kupang. It was descriptive qualitative research and the instruments of the research were test items, answer keys, and studentsâ€™ answer sheets. For the difficulty index, it was revealed that more than half of the test items

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Diananseri, Chanti, and Ravica Yaslina. "Individualizing English Learning: Implementing Differentiated Instruction." eScience Humanity Journal 4, no. 2 (2024): 39–47. http://dx.doi.org/10.37296/esci.v4i2.83.

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This study is intended to investigate the approaches employed by teachers in instructing English through differentiated instruction. A case study methodology was employed, focusing on three English teachers at SMPN 5 Padang Panjang. Data collection involved conducting interviews and making observations. The data was then analyzed through triangulation. The findings revealed that differentiated instruction involves adapting teaching methods to suit the individual needs of students. This is deemed crucial as it allows teachers to provide multiple avenues for students to comprehend information, a

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Laufková, Veronika. "Marshall, B. Testing English. Formative and Summative Approaches to English Assessment." ORBIS SCHOLAE 7, no. 1 (2018): 153–56. http://dx.doi.org/10.14712/23363177.2018.43.

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Ashadi, Rido Imam, and Nazriani Lubis. "A Survey on the Levels of Questioning of ELT: A Case Study in an Indonesian Tertiary Education." Advances in Language and Literary Studies 8, no. 3 (2017): 26. http://dx.doi.org/10.7575/aiac.alls.v.8n.3p.26.

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This present study focused on examining the levels of questions in Indonesia tertiary education. A survey research was conducted in one of the private universities in North Sumatra. The English summative assessment in an undergraduate education was used as target of survey. There were a collection of questions that had been administered by four English lecturers from Faculty of English Education in Universitas Muslim Nusantara (UMN) Al-Washliyah Medan, Indonesia. The sample of research included the sixty five questions of summative tests. The qualitative content analysis which is based on Gall

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Khatri, Chitra Bahadur. "Perspectives and Challenges of Assessment in ELT in Higher Education: A Review Paper." Journal of Educational Research and Innovation 4, no. 1 (2024): 33–42. https://doi.org/10.3126/jeri.v4i1.75788.

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This review paper examines the challenges associated with assessing English language teaching (ELT) in higher education, encompassing natural obstacles and issues stemming from assessment systems. It evaluates traditional and modern assessment methods, including summative, formative, developmental, and elective exams, while examining their strengths and limitations. The paper also explores the impact of technological advances on assessment practices and emphasizes critical factors such as socioeconomic disparities, linguistic diversity, and the alignment of assessments with learning outcomes.

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Alenezi, Saud Mohammed. "Tertiary level English Language Teachers' Use of, and Attitudes to Alternative and Online Assessments during the Covid-19 Outbreak." International Journal of Education and Information Technologies 16 (January 5, 2022): 39–49. http://dx.doi.org/10.46300/9109.2022.16.4.

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This study aims to investigate the English language teachers’ perceptions and attitudes towards the use of alternative and online assessments adopted during the Coronavirus (Covid-19) outbreak, in Saudi Arabia. The current study employs a descriptive method, and the data were collected using a survey questionnaire, which consists of 33 closed-ended and four open-ended questions. The participants were 102 (46 male and 56 female) teachers of English at Northern Border University, Saudi Arabia. The questionnaires were administered online via Google Form. The data were analyzed using descriptive s

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Dr., Md. Sazzad Hossain, Md. Abul Kalam Azad Dr., Md. Zahidul Islam Dr., and Md. Kamrul Hasan Dr. "Instructors' Perceptions of the Suitability of the Current English Assessment System: A Study from the Perspective of Private Universities in Bangladesh." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 04 (2025): 1720–28. https://doi.org/10.5281/zenodo.15188093.

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A specific teaching-learning environment frequently governs EFL instruction and learning through assessment. In order to help students improve their four skills of language proficiency and prepare them for a globalized society, English courses are offered at private universities in Bangladesh. Formative and summative assessments are typically used to evaluate students' progress and achievement in the English language throughout their courses. The current study has attempted to investigate the appropriateness of the English assessment system and how it was related to English language curriculum

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Purwanti, Idah, and Happy Kusuma Wardani. "Perspectives of Vocational High School English Teachers Regarding Kurikulum Merdeka." JURNAL PENA EDUKASI 11, no. 1 (2024): 80. http://dx.doi.org/10.54314/jpe.v11i1.1759.

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Abstract: This article explores the perspectives of English teachers in a vocational high school regarding the implementation of Kurikulum Merdeka. This study investigates various aspects of Kurikulum Merdeka through questionnaires and interviews, including its basic concept, teaching modules, learning processes, and assessment methods. The findings reveal that teachers perceived Kurikulum Merdeka positively. They considered it an improvement over the previous curriculum. Moreover, teachers appreciated the flexibility of Kurikulum Merdeka, although they also emphasized the importance of adequa

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Sanaky, Kenaidia Restinela, Rachma Rachma, Selfiyanti Selfiyanti, Syahrul Syahrul, and Hasanudin Hasanudin. "Students’ Perception on the Use of Online Assessment in English Summative Tests at MAN Kota Sorong." JOLIES : Journal of Linguistic and English Studies 1, no. 1 (2024): 15–21. https://doi.org/10.33506/jole.v1i1.3137.

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After passing through the covid-19 pandemic since the end of 2019, the student learning process initially carried out face-to-face must be changed to remote or online. All learning activities must be re-planned according to the context of online learning using technology and internet connections. The implementation of summative assessment in an online learning environment basically is not significantly different from the summative assessment which is carried out face-to-face. One of the most visible differences is the use of media or technology that is supported by internet access. Therefore,

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Muniruzzaman, Sheikh Md, and Sadia Afrin. "Improving academic writing skill: Difficulties encountered by undergraduates of English studies in Bangladesh." Englisia: Journal of Language, Education, and Humanities 11, no. 2 (2024): 215. http://dx.doi.org/10.22373/ej.v11i2.19918.

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Bangladeshi students of English programs encounter some barriers in their attempt to develop academic writing skill at undergraduate level. The majority of the students who study in English programs in Bangladesh receive their primary and secondary schooling in the instruction medium of Bangla, while a few percent in English medium and English version instructions. Testing and assessment in English studies predominantly focuses on academic writing skill and many students cut a sorry figure in formative and summative assessments in the very first semester due to poor writing competence. This st

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Zhang, Jie. "Research on the Reform of Assessment under the Blended Teaching Mode: Taking the Teaching Practice of English Stylistics in Guangdong Technology College as an Example." Journal of Contemporary Educational Research 8, no. 11 (2024): 145–52. http://dx.doi.org/10.26689/jcer.v8i11.8864.

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English Stylistics is provided as an elective course by the Business English major at Guangdong Technology College, whose evaluation mechanism significantly impacts how well students learn the language. A novel assessment model is put forth in this study with the intention of transforming from a single summative assessment to a combination of formative and summative assessment in light of the shortcomings of the current assessment methodology in the course. In order to take advantage of blended teaching and integrate the online and offline learning resources of English Stylistics, all-round re

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Prasetya, Rizky. "English Teaching Based-Strategy LMS Moodle and Google Classroom." English Education:Journal of English Teaching and Research 6, no. 1 (2021): 32–44. http://dx.doi.org/10.29407/jetar.v6i1.15622.

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Teaching English Foreign Language (TEFL) has shifted complex for developing countries, especially Indonesia. Pandemic conditions bound conventional face-to-face teaching. A virtual classroom is another way of implementing the learning and teaching process. The purpose study investigates and describes the selection of English teaching based-strategy LMS Moodle and Google Classroom, particularly the testing and feedback feature. The qualitative research approached grounded theory. The entire data was collected by the questioner using purposeful sampling. The testing teaching strategies LMS Moodl

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-, Tri Andayani, and Siti Aisyah. "Implementation of Freedom Mini Curriculum in Basic English at Tri Learning House." Education and Human Development Journal 9, no. 3 (2024): 298–306. https://doi.org/10.33086/ehdj.v9i3.5744.

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Execution of the independent curriculum necessitates that educators at Tri Learning House swiftly grasp and proficiently adapt to its requirements. This study explores the implementation process of an autonomous English curriculum, encompassing the stages of planning, execution, and evaluation. Employing a qualitative field study methodology, data was collected through methods such as observation, interviews, and document analysis. The study subjects included the owner of Tri Learning House, English teachers, and students. Data analysis techniques involved data reduction, presentation, and rea

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Marshall, Neil, Kirsten Shaw, Jodie Hunter, and Ian Jones. "Assessment by Comparative Judgement: An Application to Secondary Statistics and English in New Zealand." New Zealand Journal of Educational Studies 55, no. 1 (2020): 49–71. http://dx.doi.org/10.1007/s40841-020-00163-3.

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Abstract There is growing interest in using comparative judgement to assess student work as an alternative to traditional marking. Comparative judgement requires no rubrics and is instead grounded in experts making pairwise judgements about the relative ‘quality’ of students’ work according to a high level criterion. The resulting decision data are fitted to a statistical model to produce a score for each student. Cited benefits of comparative judgement over traditional methods include increased reliability, validity and efficiency of assessment processes. We investigated whether such claims a

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Su, Huanan, and Fengyi Ma. "A Review of the Evaluation System of English Language Teaching (ELT) in Chinese Universities in the Context of COVID-19." Global Academic Journal of Linguistics and Literature 4, no. 4 (2022): 119–25. http://dx.doi.org/10.36348/gajll.2022.v04i04.007.

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This review article begins with a brief overview of what an English language teaching (ELT) evaluation system is, and then analyzes the current state of the English language teaching evaluation system in Chinese universities in the context of COVID-19. At the same time, this review article expounds how to better establish a good evaluation system for English language teaching in the context of COVID-19 as well as for the English language studies and its application in language teaching practices in Chinese universities. Based on a series of literature analysis, the current review article has c

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Anjani, Jihan Nur’ain, Iyan Irdiyansyah, and Yanti Suryanti. "SUMMATIVE ASSESSMENT PERFORMED BY ENGLISH TEACHER IN PANDEMIC ERA." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 6, no. 2 (2022): 165–68. http://dx.doi.org/10.33751/jhss.v6i2.5390.

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Covid-19 pandemic changes people’s daily habits including educational activities. It makes schools in Indonesia have to carry out school activities online. When the semester exams come, schools have to conduct summative assessment via online. Although in Indonesia online assessment is not that new, but in distant learning period, teacher has to do a necessary assessment. This research aims to know how summative assessment is performed by high school English teacher in pandemic era. This research is conducted at MAS Daarul Fataa. The participants in this research are 40 students, an English tea

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L. Ulit, George, Timothy A. Bautista, Aika Carla D. Briones, Edith A. Lindog, and Virginia C. Mordeno. "Constructivism and Pedagogical Practices of English as A Second Language (Esl) Teachers." International Multidisciplinary Research Journal 2, no. 4 (2020): 199–210. http://dx.doi.org/10.54476/iimrj328.

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This paper investigated how constructivism was reflected in the pedagogical practices of ESL teachers. It is a qualitative case study where teachers were observed during classroom discussions and interviewed using a semi-structured interview guide and a cellular phone with video and camera features and voice recorder. Findings showed that the teachers encouraged their students to link their schema to their new knowledge through asking questions, using games and video clips, and dividing the class into groups. For students to formulate and show their own understanding of the concepts, the teach

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Sukmastiani, Kadek Swasty, Luh Gd Rahayu Budiarta, and Ida Ayu Made Istri Utami. "ANALYSIS DIFFERENTIATED ASSESSMENT INSTRUMENT FOR GRADE 9 JUNIOR HIGH SCHOOL IN EMANCIPATED CURRICULUM." Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) 13, no. 1 (2025): 146. https://doi.org/10.35194/jj.v13i1.4599.

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In the implementation of the curriculum, of course, it cannot be separated from assessment activities. Assessment helps teachers to know the ability and understanding of students in receiving material. The government is very aggressive in creating a new curriculum to catch up on what was missed in the previous curriculum. Currently, the government has published the latest curriculum with the name Emancipated Curriculum. This curriculum has several assessments that are similar to the previous curriculum. The assessments in question are diagnostic assessments, formative assessments, and summativ

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