TEACHERS’ UNDERSTANDING AND PRACTICES OF ASSESSMENT FOR LEARNING IN ELT CLASSROOM : A CASE STUDY

Oleh :
Ni'matul Farikhah - S892002017 - Fak. KIP

ABSTRACT This case study aims to find out the teachers' understanding of the concept of Assessment for Learning (AfL), how AfL is implemented in ELT classes, and whether there is a mismatch between the concept and implementation of AfL in the classroom. The primary research data sources were classroom observations, semi-structured interviews, questionnaires, and document analysis (lesson plan). Thematic analysis was then used to analyze the gathered data. Research shows that teachers understand the AfL concept. The teacher stated that AfL is a daily assessment that actively involves teachers and students during the learning process. Additionally, there are variations in implementation. This study identified that of the six AfL strategies that teachers were able to mention, four were actually put into practice: 1) communicating learning objectives and success criteria to students, 2) asking questions, 3) giving feedback, and 4) peer assessment. On the other hand, class discussion and self-assessment were the two strategies that were not used. This research may also reveal that AfL implementation involves a number of issues, such as a lack of support from the school environment, challenges in finding partners in order to share information, the need for students to acquire education about AfL, and a lack of workshops or training regarding AfL in schools. Nonetheless, no disparity between the AfL concept and its implementation was found. This research reveals that to implement AfL in a more effective and efficient way, teachers should gain a deeper understanding of it. Meanwhile, in order to develop professional teachers, school agents must assist and facilitate teachers in improving their knowledge of AfL through activities like training sessions or workshops. Keywords: Assessment for Learning (AfL), ELT Classroom, Teacher’s Understanding