THE ROLE OF FORMATIVE ASSESSMENT AND FEEDBACK PRACTICES IN THE CLASSROOM
Keywords:
Formative, Assessment, Feedback, Learning
Abstract
Formative assessment and feedback practices are essential for improving students' learning achievement. This qualitative research was carried out to determine the implementation of formative and feedback practices conducted by high school teachers. Interviews and document studies were carried out to collect the required data. This research found that teachers conducted formative assessment and provide feedback sufficiently. Formative assessments occur during each learning process, and the teacher provides feedback. This research implies that teachers should continue conducting formative assessments and feedback more intensively. Through formative assessments, teachers can gain a deeper understanding of student's abilities and needs, allowing them to provide instruction tailored to each student's abilities and needs
References
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[17] Widiastuti, I. A. M. S. (2021). Assessment and feedback practices in the EFL classroom REID (Research and Evaluation in Education), 7(1), 13–22.
[18] Widiastuti, I. A. M. S., Mantra, I. B. N., Sukoco, H., & Santosa, M. H. (2021). Online assessment strategies to enhance students’ competence and their implementational challenges JEES (Journal of English Educators Society), 6(2), 245–251 https://doi.org/10.21070/jees.v6i2.1378
[19] Widiastuti, I. A. M. S., Mantra, I. B. N., Utami, I. G. A. L. P., Sukanadi, N. L., & Susrawan, I. N. A. (2023). Implementing Problem-based Learning to Develop Students’ Critical and Creative Thinking Skills. JPI (Jurnal Pendidikan Indonesia), 12(4).
[20] Widiastuti, I. A. M. S., Mukminatien, N., Prayogo, J. A., & Irawati, E. (2020). Dissonances between teachers’ beliefs and practices of formative Assessment in EFL classes International Journal of Instruction, 13(1), 71–84 https://doi.org/10.29333/iji.2020.1315a
[21] Widiastuti, I. A. M. S., Weir, K., Sukoco, H., & Sulistyo, G. H. (2023). Alignment of English as a Foreign Language Teachers’ Understanding of Classroom Assessment Practices International Journal of Evaluation and Research in Education (IJERE), 12(4), 2354–2361.
[22] Widiastuti, I., & Saukah, A. (2017). Formative Assessment in EFL classroom practices. Bahasa Dan Seni: Jurnal Bahasa, Sastra, Seni, Dan Pengajarannya, 45(1), 50–63.
[23] Yan, Z., & Carless, D. (2022) Self-assessment is about more than self: the enabling role of feedback literacy Assessment & Evaluation in Higher Education, 47(7), 1116–1128.
[24] Yan, Z., & Pastore, S. (2022) Assessing Teachers’ Strategies in Formative Assessment: The Teacher Formative Assessment Practice Scale Journal of Psychoeducational Assessment, 40(5), 592–604.
[25] Zarghami, S. A., & Dumrak, J. (2020). Application of system dynamics in the Assessment of project portfolio performance International Journal of Industrial Engineering and Management, 11(4), 253–262 https://doi.org/10.24867/IJIEM-2020-4-269
[2] Evertsen, C., Størksen, I., & Kucirkova, N. (2022). Professionals’ Perceptions of the Classroom Assessment Scoring System as a structure for professional community and development European Early Childhood Education Research Journal, 30(5), 701–714.
[3] Ghozali, A. S., & Tyas, P. A. (2022). The importance of formative Assessmentsed on students’ perception. Jurnal Konseling Dan Pendidikan, 10(2), 218–222.
[4] Hargreaves, E. (2005) Assessment for learning Thinking outside the (black) box Cambridge Journal of Education, 35(2), 213–224 https://doi.org/10.1080/03057640500146880
[5] Heredia, S. C., & Buell, J. Y. (2019). Formative Assessment Classroom Practices Supporting Teachers’ Formative Assessment Practice With Learning Progressions, 89–107 https://doi.org/10.4324/9781315562636-8
[6] Kirby, J. R., & Merchant, S. (2020) Assessment for Learning and Self-Regulation Oxford Research Encyclopedia of Education, 7(1), 20–34 https://doi.org/10.1093/acrefore/9780190264093.013.933
[7] Kruiper, S. M. A., Leenknecht, M. J. M., & Slof, B. (2022). Using scaffolding strategies to improve formative assessment practice in higher education Assessment & Evaluation in Higher Education, 47(3), 458–476.
[8] Lolkus, M., Kenney, R., & Maeda, Y. (2022). Developing formative assessment practices in instruction: Recommendations from a meta-aggregation Practical Assessment, Research, and Evaluation, 27(1), 26.
[9] Maba, W., & Mantra, I. B. N. (2017). An analysis of assessment models employed by the Indonesian elementary school teachers International Journal of Social Sciences and Humanities (IJSSH), 1(1), 39–45.
[10] Maba, W., Mantra, I. B. N., & Widiastuti, I. A. M. S. (2023). Teachers Of 21st Century: Teachers’roles In Innovating Learning Strategies And Challenges International Journal of Social Science, 2(6), 2405–2410.
[11] Maba, W., Widiastuti, I. A. M. S., Mantra, I. B. N., Suartama, I. K., & Sukanadi, N. L. (2023). Learning loss: Impact of the COVID-19 pandemic on the students’ psychosocial condition Journal of Education and E-Learning Research, 10(2), 209–214.
[12] Mantra, I. B. N., Arsana, A. A. P., Indrawati, I. G. A. P. T., & Laksmi, A. A. R. (2021). Exploring Efl Students’ Descriptive Paragraph Writing Ability Through Critical Assessment Process International Journal of Linguistics and Discourse Analytics, 2(2), 51–57.
[13] Sara, R., Fabbro, F., & Eleonora, M. (2023). Collective feedback as a formative assessment practice in an e-learning platform for teachers’ professional development Q-TIMES WEBMAGAZINE, 2(1), 563–576.
[14] Stanja, J., Gritz, W., Krugel, J., Hoppe, A., & Dannemann, S. (2023). Formative assessment strategies for students’ conceptions—The potential of learning analytics British Journal of Educational Technology, 54(1), 58–75.
[15] Wang, T.-H. (2018) Developing a Web-based Assessment System for Evaluating Examinee’s Understanding of the Procedure of Scientific Experiments EURASIA Journal of Mathematics, Science and Technology Education, 14(5), 1791–1801 https://doi.org/10.29333/ejmste/85170
[16] Widiastuti, I. A. M. S., Krismayani, N. W., & Murtini, N. M. W. (2022). Communication, Inquiring, Networking, Teaching, Applying (CINTA) as an Effective Learning Model to Improve Students" Critical and Creative Thinking Skills International Journal of Information and Education Technology, 12(12), 1337–1344 https://doi.org/10.18178/ijiet.2022.12.12.1757
[17] Widiastuti, I. A. M. S. (2021). Assessment and feedback practices in the EFL classroom REID (Research and Evaluation in Education), 7(1), 13–22.
[18] Widiastuti, I. A. M. S., Mantra, I. B. N., Sukoco, H., & Santosa, M. H. (2021). Online assessment strategies to enhance students’ competence and their implementational challenges JEES (Journal of English Educators Society), 6(2), 245–251 https://doi.org/10.21070/jees.v6i2.1378
[19] Widiastuti, I. A. M. S., Mantra, I. B. N., Utami, I. G. A. L. P., Sukanadi, N. L., & Susrawan, I. N. A. (2023). Implementing Problem-based Learning to Develop Students’ Critical and Creative Thinking Skills. JPI (Jurnal Pendidikan Indonesia), 12(4).
[20] Widiastuti, I. A. M. S., Mukminatien, N., Prayogo, J. A., & Irawati, E. (2020). Dissonances between teachers’ beliefs and practices of formative Assessment in EFL classes International Journal of Instruction, 13(1), 71–84 https://doi.org/10.29333/iji.2020.1315a
[21] Widiastuti, I. A. M. S., Weir, K., Sukoco, H., & Sulistyo, G. H. (2023). Alignment of English as a Foreign Language Teachers’ Understanding of Classroom Assessment Practices International Journal of Evaluation and Research in Education (IJERE), 12(4), 2354–2361.
[22] Widiastuti, I., & Saukah, A. (2017). Formative Assessment in EFL classroom practices. Bahasa Dan Seni: Jurnal Bahasa, Sastra, Seni, Dan Pengajarannya, 45(1), 50–63.
[23] Yan, Z., & Carless, D. (2022) Self-assessment is about more than self: the enabling role of feedback literacy Assessment & Evaluation in Higher Education, 47(7), 1116–1128.
[24] Yan, Z., & Pastore, S. (2022) Assessing Teachers’ Strategies in Formative Assessment: The Teacher Formative Assessment Practice Scale Journal of Psychoeducational Assessment, 40(5), 592–604.
[25] Zarghami, S. A., & Dumrak, J. (2020). Application of system dynamics in the Assessment of project portfolio performance International Journal of Industrial Engineering and Management, 11(4), 253–262 https://doi.org/10.24867/IJIEM-2020-4-269
Published
2024-01-01
How to Cite
Widiastuti, I., & Mantra, I. (2024). THE ROLE OF FORMATIVE ASSESSMENT AND FEEDBACK PRACTICES IN THE CLASSROOM. Jurnal Inovasi Penelitian, 4(8), 1407-1414. https://doi.org/10.47492/jip.v4i8.3185
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