The Implementation of Formative Assessment in EFL Writing: A Case Study at a Secondary School in Indonesia
The formative assessment offers more informative aspects for the improvement in teaching and learning activity, unlike the summative assessment that teachers commonly apply. Therefore, the essence of learning is accomplished. Furthermore, the teachers can adjust the teaching to suit the students' needs through formative assessment. However, such research about formative assessment in English Foreign Language context is limited. This study intended to see the practice of formative assessment in the English Foreign Language writing class of the secondary school students and its impact on the teaching and learning activity. Thirty students and an English teacher participated in this research. In undergoing this case study, the researcher gathered the data from the questionnaire and interview, then analyze the data using inductive procedure analysis. The study revealed that students obtained more opportunity to share ideas with their peers. Therefore, it makes students more active in learning. Formative assessment also helps the students to improve writing in several aspects such as the grammatical aspect and the language use. Besides, students built up a positive attitude to writing and formative assessment as they can reflect from the discussion and feedback. This research will benefit teachers regarding conduct formative assessment in EFL writing and for other researchers to carry out the same research topic.
Birjandi, P., & Tamjid, N. H. (2011). The role of self-, peer and teacher assessment in promoting Iranian EFL learners' writing performance. Assessment & Evaluation in Higher Education, 37(5), 513–533. https://doi.org/10.1080/02602938.2010.549204
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
Black, B. P., & Wiliam, D. (1998). Inside the Black Box : Raising Standards Through Classroom Assessment. Phi Delta Kappa, 1–13.
Burner, T. (2015). Formative assessment of writing in English as a foreign language Formative assessment of writing in English as a foreign language. Scandinavian Journal of Educational Research, 1–23. https://doi.org/10.1080/00313831.2015.1066430
Graham, S., & Perin, D. (2007). A Meta-Analysis of Writing Instruction for Adolescent Students. Journal of Educational Psychology, 99(3), 445–476. https://doi.org/10.1037/0022-0618.104.22.1685
Lee, I. (2007). Feedback in Hong Kong secondary writing classrooms : Assessment for learning or assessment of learning ? Assessing Writing, 12, 180–198. https://doi.org/10.1016/j.asw.2008.02.003
Lee, I. (2011). Formative Assessment in EFL Writing : An Exploratory Case Study Formative Assessment in EFL Writing : An Exploratory Case Study. Changing English: Studies in Culture and Education, 18(1), 99–111. https://doi.org/10.1080/1358684X.2011.543516
Lee, I., & Coniam, D. (2013). Introducing assessment for learning for EFL writing in an assessment of learning examination-driven system in Hong Kong. Journal of Second Language Writing, 22(1), 34–50. https://doi.org/10.1016/j.jslw.2012.11.003
Mak, P., & Lee, I. (2014). Implementing assessment for learning in L2 writing : An activity theory perspective. A system, 47, 73–87. https://doi.org/10.1016/j.system.2014.09.018
Mcdowell, L., Wakelin, D., Montgomery, C., & King, S. (2011). Does assessment for learning make a difference ? The development of a questionnaire to explore the student response. Assessment & Evaluation in Higher Education, 36(7), 749–765. https://doi.org/10.1080/02602938.2010.488792
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis (3rd editio). SAGE Publication.
Naghdipour, B. (2016). Incorporating formative assessment in Iranian EFL writing : a case study. The Curriculum Journal, 1–17. https://doi.org/10.1080/09585176.2016.1206479
Nicol, D. J., & MacFarlane-Dick, D. (2006). Formative assessment and selfregulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
Ratminingsih, N. M., Artini, L. P., & Padmadewi, N. N. (2017). Incorporating Self and Peer Assessment in Reflective Teaching Practices. International Journal of Instruction, 10(4), 165–184.
Sadler, D. R. (1998). Formative Assessment: Revisiting the Territory. Assessment in Education, 5(1), 77.
Thomas, D. R. (2006). A General Inductive Approach for Analyzing Qualitative Evaluation Data. American Journal of Evaluation, 27(2), 237–246. https://doi.org/10.1177/1098214005283748
Vygotsky, L. S. (1979). Mind in Society. In The President and Fellows of Harvard College (Second). Harvard College. https://doi.org/10.1525/aa.1979.81.4.02a00580
Yin, R. K. (2018). Designing Case Studies. In Case Study Research and Applications: Design and Methods.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.