Challenges of Implementing Formative Assessment by Iraqi EFL Instructors at University Level
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Jun 28, 2020
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https://doi.org/10.14500/kujhss.v3n1y2020.pp181-189
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پوختە
Formative assessment (FA) is an essential element of EFL classrooms. It allows instructors to amend, adjust, and monitor the process of teaching to reach their desired goals. However, this form of assessment is often overlooked in Iraqi EFL classrooms. As such, this study aims to investigate the challenges of implementing the FA strategies by Iraqi EFL university instructors and their attitudes to improve its use effectively in teaching. The data for this study were gathered through the observation of six EFL classes and semi-structured interviews conducted with three EFL instructors from three different Iraqi universities. The results revealed that there are many challenges for FA strategies implementation. Some of them were related to the EFL instructors’ insufficient knowledge to conduct FA strategies effectively and also their inability to create assessment criteria for their tasks and activities. Moreover, the time-consuming nature of the FA strategies and time limit of the class sessions makes it impossible for the instructors to integrate these strategies into their teaching. Furthermore, the instructors also reported that their students do not have enough knowledge of FA strategies, and cannot be involved in their implementation. Finally, the study recommends that training is needed for the Iraqi EFL instructors especially those with less experience on how to integrate and use FA strategies in the classroom.
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چۆنییەتی بەکارهێنانی سەرچاوە
Husam AlMofti, K. W. (2020) “Challenges of Implementing Formative Assessment: by Iraqi EFL Instructors at University Level”, گۆڤاری زانکۆی کۆیە بۆ زانستە مرۆڤایەتی و کۆمەڵایەتییەکان, 3(1), pp. 181-189. doi: 10.14500/kujhss.v3n1y2020.pp181-189.
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سەرچاوەکان
Abdullah, M. Y., & Al-Mofti, Khaldoon W. H. (2017). The impact of social support on EFL learners’ motivation at Iraqi Kurdistan universities. Modern Applied Science, 11(7), 51.
Akhmedina, A. (2017). Challenges of implementing formative assessment at Nazarbayev Intellectual School. MA thesis. Nazarbayev University Graduate School of Education.
Al-Mofti, Khaldoon W. H. & Hussein, J. Q. (2019). The Impact of Outside Social Support on EFL Iraqis Learners’ Motivation at University Level. Journal of University of Human Development (JUHD)
Areiza, H. (2013). The Role of Systematic Formative Assessment on Students’ Views of Their Learning. Australian Journal of Education, 15, 1657-1790.
Bennet, R. (2011). Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice 18:1, 5-25.
Black, P., & Wiliam, D. (2009). Developing the Theory of Formative Educational Assessment, Evaluation, and Accountability, 21 (1): 5-31.
Centre for Teaching Support & Innovation. (2017). Peer observation of teaching: Effective practices. Toronto, ON: Centre for Teaching Support & Innovation, University of Toronto.
Creswell, J. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research: International edition (4th ed.). Boston: Pearson.
Douglas, H. Brown (2010). Language Assessment Principles and Classroom Practices. Longman.
Dunphy, E. (2010). Assessing early learning through formative assessment: key issues and considerations. Irish Educational Studies, 29:1, 41-56.
Elliott, J., & Yu, C. (2013). Learning Studies in Hong Kong Schools: A Summary Evaluation Report on the ‘Variation for the Improvement of Teaching and Learning’ (VITAL) Project. Education and Didactique, 7 (2): 147-163.
Filsecker, M., & Kerres, M. (2012). Repositioning formative assessment from an educational Forbes, C. T., Sabel, J.
L., & Biggers, M. 2015. Elementary Teachers’ Use of Formative Assessment to Support Students’ Learning about Interactions between the Hydrosphere and Geosphere. Journal of Geoscience Education, 63 (3): 210-221.
Heitink, M.C., Van der Kleij, F.M., Veldkamp, B.P., Schildkamp, K. and Kippers, W.B. (2015). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review 17 (50-62).
Hussein J. Q. & Al-Mofti, K. W. H. (2014). The Speech Act of Complaint: A Contrastive Study of Iraqi and Chinese EFL learners of English. Anbar University Journal of Language & Literature No. 13.
Jin, Y. (2017). Construct and Content in Context: Implications for Language Learning, Teaching and Assessment in China. Language Testing in Asia, 7, 1-18. https://doi.org/10.1186/s40468-017-0032-5.
Karimi, M. N. (2014). Iranian EFL Teachers' Perceptions of Dynamic Assessment: Exploring the Role of Education and Length of Service. Australian Journal of Teacher Education, 39 (8): 143-162.
Ketabi, S., & Ketabi, S. (2014). Classroom and Formative Assessment in Second/Foreign Language Teaching and Learning. Theory and Practice in Language Studies, 4, 435-440. https://doi.org/10.4304/tpls.4.2.435-440.
McMillan, J. H., Venable, J. C., & Varier, D. (2013). Studies of the Effect of Formative Assessment on Student Achievement: So much more is needed. Practical Assessment, Research & Evaluation, 18 (2): 1-15.
Newton, P. E. (2007). Clarifying the Purposes of Educational Assessment. Assessment in Education: Principles, Policy & Practice, 14 (2): 149-170.
Owen, L. (2016). The Impact of Feedback as Formative Assessment on Student Performance. International Journal of Teaching and Learning in Higher Education. Volume 28, Number 2, 168-175.
Popham, J. (2014). Classroom Assessment. What teachers need to know (7th ed.). UK, Harlow: Pearson Education Limited.
Rating a Teacher Observation: Tool Five ways to ensure classroom observations are focused and rigorous (2011). The New Teacher Project.
Shavelson, R. J., Young, D. B., Ayala, C. C., Brandon, P. R., Furtak, E. M., Ruiz-Primo, M. A., Tomita, M. K., & Yin, Y. (2008). On the impact of curriculum-embedded formative assessment on learning: A collaboration between curriculum and assessment developers. Applied Measurement in Education, 21(4), 295–314. https://doi.org/10.1080/08957340802347647
Sondergeld, T. A. & C. A. Bell, & D. M. Leusner (2010). Understanding How Teachers Engage in Formative Assessment. Teaching & Learning. Volume 24. Number 2, pp. 72-86.
Tan, H. Y. (2004). Using Formative Assessment Strategies to Aid Students' Learning in Adult English Teaching as a Foreign Language-An Experimental Study.
The new teacher project (2011) “Rating Assessment of Performance Areas”. Assessing Quality of Criteria and Tools: Five Questions Scoring the Criteria. Retrieved from the internet in 22 December 2019.
Torres, J. O. (2019). Positive Impact of Utilizing More Formative Assessment over Summative Assessment in the EFL/ESL Classroom. Open Journal of Modern Linguistics. Scientific Research Publishing.
Wei, L. (2010). Formative Assessment: Opportunities and Challenges. Journal of Language Teaching and Research, Vol. 1, No. 6, pp. 838-841.
Widiastuti, I. A. & D. A. Saukah, (2017). Formative Assessment in EFL Classroom Practices. Bahasa Dan Seni, Tahun 45, Nomor 1.
Akhmedina, A. (2017). Challenges of implementing formative assessment at Nazarbayev Intellectual School. MA thesis. Nazarbayev University Graduate School of Education.
Al-Mofti, Khaldoon W. H. & Hussein, J. Q. (2019). The Impact of Outside Social Support on EFL Iraqis Learners’ Motivation at University Level. Journal of University of Human Development (JUHD)
Areiza, H. (2013). The Role of Systematic Formative Assessment on Students’ Views of Their Learning. Australian Journal of Education, 15, 1657-1790.
Bennet, R. (2011). Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice 18:1, 5-25.
Black, P., & Wiliam, D. (2009). Developing the Theory of Formative Educational Assessment, Evaluation, and Accountability, 21 (1): 5-31.
Centre for Teaching Support & Innovation. (2017). Peer observation of teaching: Effective practices. Toronto, ON: Centre for Teaching Support & Innovation, University of Toronto.
Creswell, J. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research: International edition (4th ed.). Boston: Pearson.
Douglas, H. Brown (2010). Language Assessment Principles and Classroom Practices. Longman.
Dunphy, E. (2010). Assessing early learning through formative assessment: key issues and considerations. Irish Educational Studies, 29:1, 41-56.
Elliott, J., & Yu, C. (2013). Learning Studies in Hong Kong Schools: A Summary Evaluation Report on the ‘Variation for the Improvement of Teaching and Learning’ (VITAL) Project. Education and Didactique, 7 (2): 147-163.
Filsecker, M., & Kerres, M. (2012). Repositioning formative assessment from an educational Forbes, C. T., Sabel, J.
L., & Biggers, M. 2015. Elementary Teachers’ Use of Formative Assessment to Support Students’ Learning about Interactions between the Hydrosphere and Geosphere. Journal of Geoscience Education, 63 (3): 210-221.
Heitink, M.C., Van der Kleij, F.M., Veldkamp, B.P., Schildkamp, K. and Kippers, W.B. (2015). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review 17 (50-62).
Hussein J. Q. & Al-Mofti, K. W. H. (2014). The Speech Act of Complaint: A Contrastive Study of Iraqi and Chinese EFL learners of English. Anbar University Journal of Language & Literature No. 13.
Jin, Y. (2017). Construct and Content in Context: Implications for Language Learning, Teaching and Assessment in China. Language Testing in Asia, 7, 1-18. https://doi.org/10.1186/s40468-017-0032-5.
Karimi, M. N. (2014). Iranian EFL Teachers' Perceptions of Dynamic Assessment: Exploring the Role of Education and Length of Service. Australian Journal of Teacher Education, 39 (8): 143-162.
Ketabi, S., & Ketabi, S. (2014). Classroom and Formative Assessment in Second/Foreign Language Teaching and Learning. Theory and Practice in Language Studies, 4, 435-440. https://doi.org/10.4304/tpls.4.2.435-440.
McMillan, J. H., Venable, J. C., & Varier, D. (2013). Studies of the Effect of Formative Assessment on Student Achievement: So much more is needed. Practical Assessment, Research & Evaluation, 18 (2): 1-15.
Newton, P. E. (2007). Clarifying the Purposes of Educational Assessment. Assessment in Education: Principles, Policy & Practice, 14 (2): 149-170.
Owen, L. (2016). The Impact of Feedback as Formative Assessment on Student Performance. International Journal of Teaching and Learning in Higher Education. Volume 28, Number 2, 168-175.
Popham, J. (2014). Classroom Assessment. What teachers need to know (7th ed.). UK, Harlow: Pearson Education Limited.
Rating a Teacher Observation: Tool Five ways to ensure classroom observations are focused and rigorous (2011). The New Teacher Project.
Shavelson, R. J., Young, D. B., Ayala, C. C., Brandon, P. R., Furtak, E. M., Ruiz-Primo, M. A., Tomita, M. K., & Yin, Y. (2008). On the impact of curriculum-embedded formative assessment on learning: A collaboration between curriculum and assessment developers. Applied Measurement in Education, 21(4), 295–314. https://doi.org/10.1080/08957340802347647
Sondergeld, T. A. & C. A. Bell, & D. M. Leusner (2010). Understanding How Teachers Engage in Formative Assessment. Teaching & Learning. Volume 24. Number 2, pp. 72-86.
Tan, H. Y. (2004). Using Formative Assessment Strategies to Aid Students' Learning in Adult English Teaching as a Foreign Language-An Experimental Study.
The new teacher project (2011) “Rating Assessment of Performance Areas”. Assessing Quality of Criteria and Tools: Five Questions Scoring the Criteria. Retrieved from the internet in 22 December 2019.
Torres, J. O. (2019). Positive Impact of Utilizing More Formative Assessment over Summative Assessment in the EFL/ESL Classroom. Open Journal of Modern Linguistics. Scientific Research Publishing.
Wei, L. (2010). Formative Assessment: Opportunities and Challenges. Journal of Language Teaching and Research, Vol. 1, No. 6, pp. 838-841.
Widiastuti, I. A. & D. A. Saukah, (2017). Formative Assessment in EFL Classroom Practices. Bahasa Dan Seni, Tahun 45, Nomor 1.