THE USE OF FORMATIVE ASSESSMENT TOWARD EFL STUDENTS TO ENHANCE STUDENTS’ SELF-EFFICACY IN LEARNING ENGLISH.

Ni Putu Yuni Crisnayanti

Abstract


This paper aims to explain the use of formative assessment toward EFL students to enhance students’ self-efficacy in learning English. This paper is descriptive library research. The data of this paper is collected from articles and journals. In this paper, the researcher attempts to explain the use of formative assessment toward EFL students to enhance students’ self-efficacy in learning English. There are several different types of formative assessment that can be applied by teachers in their EFL class to assess the students in which results are expected to enhance the students’ self-efficacy in learning English.

Full Text:

PDF

References


Zohre Mohamadi (2018) Comparative effect of online summative and formative assessment on EFL student writing ability. Studies in Educational Evaluation 59 (2018) (p. 29–40). https://doi.org/10.1016/j.stueduc.2018.02.003

Beekmana, K. D. M. (2016) Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention. Studies in Educational Evaluation 51 (2016) (P. 126–136). http://dx.doi.org/10.1016/j.stueduc.2016.10.008

Gabrielle Hansen & Regine Ringda (2018) Formative assessment as a future step in maintaining the mastery approach and performance-avoidance goal stability. Studies in Educational Evaluation 56 (2018) (P. 59–70). https://doi.org/10.1016/j.stueduc.2017.11.005

Katrin Rakoczya, Petra Pingera, Jan Hochweberb, Eckhard Kliemea, Birgit Schützec & Michael Besser (2019) Formative assessment in mathematics: Mediated by feedback's perceived usefulness and students' self-efficacy. German Institute for International Educational Research, 0959-4752. https://doi.org/10.1016/j.learninstruc.2018.01.004

Yangyu Xiao (2018) Formative Assessment and Self-regulated Learning: How Formative Assessment Supports Students’ Self-regulation in English Language Learning. Humanities of Social Science https://doi.org/10.1016/j.system.2019.01.004

Ernesto Panadero (2013) Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers. Studies in Educational Evaluation. http://dx.doi.org/10.1016/j.stueduc.2013.04.001

Leeuwenkamp, K. J. G (2019) Students’ perceptions of assessment quality related to their learning approaches and learning outcomes. Studies in Educational Evaluation 63 (2019) (pp. 72–82). https://doi.org/10.1016/j.stueduc.2019.07.005

Janke M. F. & Adrie J. V. (2017) The effects of a digital formative assessment tool on spelling achievement: Results of a randomized experiment. Computers & Education. doi: 10.1016/j.compedu.2018.03.008.

Juan Fraile, Ernesto Panadero & Rodrigo Pardo (2017) Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students. Studies in Educational Evaluation 53 (2017) (pp. 69–76). http://dx.doi.org/10.1016/j.stueduc.2017.03.003

Catarina Andersson (2017) The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development program. Learning and Instruction 49 (2017) 92e102. http://dx.doi.org/10.1016/j.learninstruc.2016.12.006

Alishah, A. R. (2013) The interface between self-efficacy concerning the self-assessment on students studying English as a foreign language. Social and Behavioral Sciences 70 ( 2013) (pp. 873 – 881). doi: 10.1016/j.sbspro.2013.01.133




DOI: http://dx.doi.org/10.31949/jell.v5i1.3121

Refbacks

  • There are currently no refbacks.


Indexed by: 

     

 

Organized by the Department of English Leanguage Education, Faculty of Teacher Training and Education, the University of Majalengka

Address : Jln. K.H. Abdul Halim No. 103 Majalengka 45418, Jawa Barat, Indonesia

email : admiljell@unma.ac.id

Creative Commons License
Journal of English Language Learning is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Â