ONLINE LANGUAGE ASSESSMENT ON SECONDARY SCHOOLS: AN INVESTIGATION ON STUDENTS’ PERCEPTION AND PREFERENCE
DOI:
https://doi.org/10.30736/ej.v11i1.1078Keywords:
language assessment, online assessment, paper-based assessment, perceptionAbstract
Since the beginning of development, language assessments have been provided on paper. However, since the COVID-19 pandemic, it has shifted from paper-based to online. This phenomenon is still happening even though the pandemic has subsided, considering the advantages revealed. However, did students perceive them well? And did they prefer them as well? This present study aimed to answer those questions using a survey study design. The data were taken from 300 high school students who have carried out online language assessments using e-questionnaire. The questionnaire covered four aspects: ease of access, instruction, benefit, and motivation. Further, the questionnaire clarified students’ preference for the assessment type. Students’ positive perceptions toward language online assessments were found by the descriptive statistics results. They also tended to choose the online assessment over the paper-based one.
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References
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Quansah, F. (2018). Traditional or Performance Assessment: What is the Right Way in Assessing Leaners?
Robbins, S. P., & Judge, T. A. (2013). Organizational Behavior (15 Edition). Pearson Education.
Salina Ismail, N., Suhaimi Engku Atek, E., Nazri Latiff Azmi, M., & Mohamad, M. (2015). The Role of Peer Facilitator in Enhancing English Language Proficiency in a Simulated Environment. English Language Teaching, 8(2), p78. https://doi.org/10.5539/elt.v8n2p78
Shraim, K. (2019). Online Examination Practices in Higher Education Institutions: Learners’ Perspectives. Turkish Online Journal of Distance Education, 20(4), 185–196. https://doi.org/10.17718/tojde.640588
Sulistyo, G. H. (2015). EFL learning: Assessment at school. Bintara Sejahtera.
Webber, K. L. (2012). The Use of Learner-Centered Assessment in US Colleges and Universities. Research in Higher Education, 53(2), 201–228. https://doi.org/10.1007/s11162-011-9245-0
Weiner, B. (2010). The Development of an Attribution-Based Theory of Motivation: A History of Ideas. Educational Psychologist, 45(1), 28–36. https://doi.org/10.1080/00461520903433596
Yeboah, D. (2023). Undergraduate students’ preference between online test and paper-based test in Sub-Saharan Africa. Cogent Education, 10(2), 2281190. https://doi.org/10.1080/2331186X.2023.2281190
Zuhriyah, S., & Pratolo, B. W. (2020). Exploring Students’ Views in the Use of Quizizz as an Assessment Tool in English as a Foreign Language (EFL) Class. Universal Journal of Educational Research, 8(11), 5312–5317. https://doi.org/10.13189/ujer.2020.081132
Alharbi, D. M. S., Tuwayjiri, A. K. A., Mohammed, D., & Alanazi, J. (2021). Perception of online learning during COVID-19 among medical students in the Qassim region, Saudi Arabia. 18.
Amalia, D. F. (2020). Quizizz Website as an Online Assessment for English Teaching and Learning: Students’ Perspectives. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(1), 1. https://doi.org/10.33394/jo-elt.v7i1.2638
Amalia, R. (2018). Students’ Perception of Online Assessment Use in Schoology in EFL Classrooms. English Teacher Education Department, Faculty of Tarbiyah and Teacher Training, Sunan Ampel State Islamic University.
Amzalag, M., Shapira, N., & Dolev, N. (2022). Two Sides of the Coin: Lack of Academic Integrity in Exams During the Corona Pandemic, Students’ and Lecturers’ Perceptions. Journal of Academic Ethics, 20(2), 243–263. https://doi.org/10.1007/s10805-021-09413-5
Bardhan, T., Dey, A., & Mohanthy, S. (2020, October). Online Assessment Tools for E-Teaching and Learning: Making ICTS More Handy [Organization]. Agricultural Extension in South Asia. https://www.researchgate.net/publication/344789706
Bindiya, A., & Fediyanto, N. (2023). EFL students’ perceptions towards Quizizz usage in English subject formative assessment. Journal of Research on English and Language Learning (J-REaLL), 4(2), 167–182. https://doi.org/10.33474/j-reall.v4i2.20309
Brown, D. H., & Abeywickrama, P. (2018). Language Assessment Principles and Classroom Practices (Third Edition). Pearson.
Choirunnisa, M. R., & Mandasari, B. (2021). Secondary Students’ Views Towards the Use of Google Clasroom As an Online Assessments Tools During Covid-19 Pandemic. Journal of Arts and Education, 1(1), 1–9. https://doi.org/10.33365/jae.v1i1.31
Cresswell, J. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (Fourth Edition). Sage Publication.
Erin, & Maharani, A. (2018). Persepsi Mahasiswa Pendidikan Matematika Terhadap Perkuliahan Online. Mosharafa: Jurnal Pendidikan Matematika, 7(3), 337–344. http://dx.doi.org/10.31980/mosharafa.v7i3.39
Fitriyah, I., & Jannah, M. (2021). Online Assessment Effect in EFL Classroom: An Investigation on Students and Teachers’ Perceptions. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 5(2), 265. https://doi.org/10.21093/ijeltal.v5i2.709
Howe, E. L. (2020). Perceptions of e-assessment by students and lecturers. 8(4).
Iman, N., Ramli, M., & Saridewi, N. (2021). Kahoot as an Assessment Tools: Students’ Perception of Game-based Learning Platform. Jurnal Penelitian Dan Pembelajaran IPA, 7(2), 245. https://doi.org/10.30870/jppi.v7i2.8304
Jarrah, H. Y., Alwaely, S., Darawsheh, S. R., & Alkhasawneh, T. (2022). The difficulty and implementation of online assessment in higher education. Periodicals of Engineering and Natural Sciences (PEN), 10(1), 692. https://doi.org/10.21533/pen.v10i1.2723
Khan, S., & Khan, R. A. (2019). Online assessments: Exploring perspectives of university students. Education and Information Technologies, 24(1), 661–677. https://doi.org/10.1007/s10639-018-9797-0
Konrad, C., & Restivo, D. (2021). Assessment and significance of the frequency domain for trends in annual peak streamflow. Journal of Flood Risk Management, 14(4), 1–17. https://doi.org/10.1111/jfr3.12761
Le Corff, Y., Gingras, V., & Busque-Carrier, M. (2017). Equivalence of unproctored internet testing and proctored paper-and-pencil testing of the Big Five. International Journal of Selection and Assessment, 25(2), 154–160. https://doi.org/10.1111/ijsa.12168
Mahbub, Moh. A. (2020). Learning English mediated by Kahoot: Insights from the Indonesian EFL instructors. Journal on English as a Foreign Language, 10(2), 246–267. https://doi.org/10.23971/jefl.v10i2.1917
Mohammed Nuri, H. S., Muhammad Qadir, S., Mohammed, R. R., & Azaldin, A. H. (2022). Perceptions of Postgraduate Students Towards the use of Kahoot as A Formative Assessment Tool in an English Language Course. Journal of University of Raparin, 9(5), 229–251. https://doi.org/10.26750/Vol(9).No(5).Paper11
Nurhadianti, N., & Pratolo, B. W. (2020). Students’ Perception toward the Application of Kahoot! As an Assessment Tool in EFL Class. Universal Journal of Educational Research, 8(5), 2150–2155. https://doi.org/10.13189/ujer.2020.080554
Pertiwi, A. P. (2020). USING THE QUIZIZZ AS AN ASSESSMENT OF STUDENTS’ ENGLISH LEARNING. 3(1).
Quansah, F. (2018). Traditional or Performance Assessment: What is the Right Way in Assessing Leaners?
Robbins, S. P., & Judge, T. A. (2013). Organizational Behavior (15 Edition). Pearson Education.
Salina Ismail, N., Suhaimi Engku Atek, E., Nazri Latiff Azmi, M., & Mohamad, M. (2015). The Role of Peer Facilitator in Enhancing English Language Proficiency in a Simulated Environment. English Language Teaching, 8(2), p78. https://doi.org/10.5539/elt.v8n2p78
Shraim, K. (2019). Online Examination Practices in Higher Education Institutions: Learners’ Perspectives. Turkish Online Journal of Distance Education, 20(4), 185–196. https://doi.org/10.17718/tojde.640588
Sulistyo, G. H. (2015). EFL learning: Assessment at school. Bintara Sejahtera.
Webber, K. L. (2012). The Use of Learner-Centered Assessment in US Colleges and Universities. Research in Higher Education, 53(2), 201–228. https://doi.org/10.1007/s11162-011-9245-0
Weiner, B. (2010). The Development of an Attribution-Based Theory of Motivation: A History of Ideas. Educational Psychologist, 45(1), 28–36. https://doi.org/10.1080/00461520903433596
Yeboah, D. (2023). Undergraduate students’ preference between online test and paper-based test in Sub-Saharan Africa. Cogent Education, 10(2), 2281190. https://doi.org/10.1080/2331186X.2023.2281190
Zuhriyah, S., & Pratolo, B. W. (2020). Exploring Students’ Views in the Use of Quizizz as an Assessment Tool in English as a Foreign Language (EFL) Class. Universal Journal of Educational Research, 8(11), 5312–5317. https://doi.org/10.13189/ujer.2020.081132
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Published
2024-07-15
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Sa’adah, L., & Daning Hentasmaka. (2024). ONLINE LANGUAGE ASSESSMENT ON SECONDARY SCHOOLS: AN INVESTIGATION ON STUDENTS’ PERCEPTION AND PREFERENCE. E-LINK JOURNAL, 11(1), 96–110. https://doi.org/10.30736/ej.v11i1.1078
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