Teachers’ views on classroom-based assessment: an exploratory study at an Islamic boarding school in Indonesia

ABSTRACT

This study explores six secondary school English as a Foreign Language (EFL) teachers’ views on classroom-based assessment at an Islamic boarding school in Lombok, Indonesia. Researching teacher views is important as a significant curriculum reform which mandates teachers’ use of formative assessment practices within the classroom is planned for implementation by the Indonesian government in 2020. Results from this study found that teachers tended to view classroom-based assessment from summative rather than formative perspectives. A strong emphasis was placed on assessing students’ attitudes and behaviour in classrooms alongside their academic ability. Grades and test scores were also seen as a way to hold students accountable to their teachers and parents for their learning and achievement. This article highlights the challenges of implementing formative assessment practices within the classroom in a traditional, hierarchical society.

KEYWORDS:

• Formative assessment
• summative assessment
• classroom assessment
• assessment for learning
• teachers’ views
• Islamic-based schools
• Indonesia

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Lalu Mohammad Abid Zainul Puad

Lalu Mohammad Abid Zainul Puad is an English teacher at Mts Darul Athfal Ranjok, a private secondary school in Lombok Indonesia. He completed his master’s degree in TESOL Leadership at Massey University, New Zealand in June 2018.

Karen Ashton

Karen Ashton is a Senior Lecturer in Applied Linguistics and Language Education at Massey University, New Zealand. She is an experienced teacher educator with particular expertise in language learning, teaching and assessment, and language education policy.