Using performance assessment to empower students’ learning ownership and promote achievement in EFL writing courses

  • A.A.I.N. Marhaeni English Education Department, Universitas Pendidikan Ganesha, Indonesia
  • I.P.I. Kusuma English Education Department, Universitas Pendidikan Ganesha, Indonesia
  • N.L.P.E.S. Dewi English Education Department, Universitas Pendidikan Ganesha, Indonesia
  • A.A.G.Y. Paramartha English Education Department, Universitas Pendidikan Ganesha, Indonesia
Keywords: learning ownership, performance assessment, teachers’ readiness, writing achievement

Abstract

This study aims at investigating (1) To what extent performance assessment successfully fosters students’ learning ownership and writing achievement and (2) Teachers’ readiness related to the implementation of performance assessment in writing courses. This study was conducted using a mixed methods approach. Quantitative analysis of MANOVA was used to know the effect of performance assessment on students’ learning ownership and writing achievement; while qualitative analysis was conducted for data of teacher readiness gathered using questionnaires and interviews. The subjects of the study were 32 EFL teachers and 82 students of Junior High Schools in Bali. Results of the analysis show that performance assessment significantly affects students’ learning ownerships and writing competency; while teachers’ readiness in implementing performance assessment largely depends on the availability of assessment instruments which are different from the traditional multiple choice type test.

Downloads

Download data is not yet available.

References

Abedi, J. (2010). Performance assessments for English language learners. California: Stanford Center. Avalaible at https://edpolicy. stanford. edu/sites/default/files/events/materials/2011-06-linked-learning-performance-based-assessment. pdf (accessed 24 october 2015).

Anabokay, Y., & Suryasa, I. W. (2019). TEFL Methods in Indonesia. International Journal of Linguistics, Literature and Culture, 5(2), 13-24. https://doi.org/10.21744/ijllc.v5n2.612

Andrade, H. G., & Boulay, B. A. (2003). Role of rubric-referenced self-assessment in learning to write. The Journal of Educational Research, 97(1), 21-30. https://doi.org/10.1080/00220670309596625

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.

Berger, R., Rugen, L., Woodfin, L., & Education, E. L. (2014). Leaders of their own learning: Transforming schools through student-engaged assessment. John Wiley & Sons.

Black, P., Harrison, C., Hodgen, J., Marshall, B., & Serret, N. (2010). Validity in teachers’ summative assessments. Assessment in Education: Principles, Policy & Practice, 17(2), 215-232. https://doi.org/10.1080/09695941003696016

Desheng, C., & Varghese, A. (2013). Testing and evaluation of language skills. IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN, 2320-7388.

Djahimo, S., Bili Bora, D., & Huan, E. (2018). Student anxiety and their speaking performance: teaching EFL to Indonesian student. International Journal of Social Sciences and Humanities, 2(3), 187-195. https://doi.org/10.29332/ijssh.v2n3.235

Dossoumou, A. M., Mehouenou, M. S., & Koukpossi, A. O. (2018). Appraising the impacts of cohesion and coherence in Benin SS3 EFL learners’ writing productions. International Journal of Linguistics, Literature and Culture, 4(5), 41-54. https://doi.org/10.21744/ijllc.v4n5.293

Englot, D. J., Glastonbury, C. M., & Larson, P. S. (2011). Abnormal T2-weighted MRI signal surrounding leads in a subset of deep brain stimulation patients. Stereotactic and functional neurosurgery, 89(5), 311-317.

Harmer, J. (1983). The practice of English language teaching. Longman, 1560 Broadway, New York, NY 10036.

Hounhanou, A. V. (2018). Evaluating Benin EFL Learners Writing Composition during Final Exam. International Journal of Linguistics, Literature and Culture, 4(2), 9-23.

Iyer, R. B. (2013). Value-based education: Professional development vital towards effective integration. IOSR Journal of research and method in education, 1(1).

Jalaluddin, I., Yamat, H., & Yunus, M. M. (2013). ESL writing self-efficacy: Contribution to ESL writing skills development. IOSR Journal of Research & Method in Education, 2(1), 37-47.

Johnson, D. W., & Johnson, R. T. (2002). Meaningful assessment: A manageable and cooperative process. Pearson College Division.

Jones, C. A. (2005). Assessment for learning.

Khattri, N., Reeve, A. L., & Kane, M. B. (2012). Principles and practices of performance assessment. Routledge. https://doi.org/10.4324/9780203053836

Lakin, L. (2007). Science education students taking ownership of their learning.

Linn, R. L. (85). Gronlund, NE (1995). Measurement and assess—ment in teaching Englewood Cliffs.

Lund, J. (1997). Authentic assessment: Its development & applications. Journal of Physical Education, Recreation & Dance, 68(7), 25-28.

Marhaeni, A. A. I. N. (2015). Asesmen autentik dan pendidikan bermakna: implementasi kurikulum 2013. JPI (Jurnal Pendidikan Indonesia), 4(1).

Marhaeni, A. A. I. N., & Dantes, N. (2014). Toward Authentic Language Assessment: A Case in Indonesian EFL Classrooms. In Official Conference Proceedings of the European Conference on Language Learning 2014.

Milner-Bolotin, M. (2001). The effects of topic choice in project-based instruction on undergraduate physical science students' interest, ownership, and motivation. University of Texas at Austin.

O'malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. New York: Addison-Wesley Publishing Company.

Paris, S. G., & Ayres, L. R. (1994). Becoming reflective students and teachers with portfolios and authentic assessment. American Psychological Association.

Ruan, X. (2018). Engagement and negotiation: Exploring a tertiary female EFL teacher’s professional agency in her career development in P.R. China. International Journal of Linguistics, Literature and Culture, 4(3), 46-63.

Shepard, L. A. (1995). Using Assessment to Improve Learning. Educational Leadership, 52(5), 38-43.

Sundem, G. (2006). Improving Student Writing Skills: All Grades. Teacher Created Materials.

Suryasa, I. W., Prayoga, I. G. P. A., & Werdistira, I. W. A. (2017). An analysis of students motivation toward English learning as second language among students in Pritchard English academy (PEACE). International Journal of Social Sciences and Humanities, 1(2), 43-50. https://doi.org/10.29332/ijssh.v1n2.36

Suryasa, I. W., Prayoga, I. G. P. A., & Werdistira, I. W. A. (2018). Attitudes toward the use of internet for students. International Journal of Physical Sciences and Engineering, 2(2), 32-38. https://doi.org/10.29332/ijpse.v2n2.141

Vasudevan, H. (2010). The Influence of Teachers' Creativity, Attitude and Commitment on Students' Proficiency of the English Language (Doctoral dissertation, Jabatan Dasar dan Strategi Perniagaan, Fakulti Perniagaan dan Perakaunan, Universiti Malaya).

Weigle, S. C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16(3), 194-209.

Wiggins, G. (1990). The case for authentic assessment. Practical assessment, research & evaluation, 2(2), 1-6.

Published
2019-07-05
How to Cite
Marhaeni, A., Kusuma, I., Dewi, N., & Paramartha, A. (2019). Using performance assessment to empower students’ learning ownership and promote achievement in EFL writing courses. International Journal of Humanities, Literature & Arts, 2(1), 9-17. https://doi.org/10.31295/ijhla.v2n1.55