The Teachers’ Assessment Knowledge and Practice: Contribution of the Past-Time Experiences to the Present-Time Decision

Authors

Ummi Rasyidah, Universitas Negeri Malang, Universitas Pasir PengaraianFollow
Novita Triana -, Universitas Negeri Malang, Universitas Lambung MangkuratFollow
Ali Saukah, Universitas Negeri Malang

Abstract

It is interesting to scrutinize that many variables contribute to a teacher’s assessment knowledge and practice. The teacher’s knowledge is required to comprise not only those of the subject matter and general pedagogy but also that of students. What the teacher experienced as a student-teacher in higher education context likely transformed into her knowledge of teaching, intertwining with her insights of the current development in teaching and learning as well as technology. Using narrative inquiry as its method, the present study highlights a female Indonesian teacher’s assessment knowledge and practice within the context of higher education. The essentials of having a complete story about what she experienced as a student and what she did as a teacher provide an insight on how the experiences shaped her knowledge in making decision regarding the classroom assessment. The qualitative analysis about the content and the nature of assessment knowledge and practice come up with three findings related to time, place, and social. First, current assessment practice was affected by her experiences as a student-teacher. Second, her awareness of the advancement in technology enable her to bring assessment practice to occur in three places: inside, outside, and virtual. Third, her assessment knowledge and practice are influenced by her knowledge and assumptions about learning. Regardless of the findings which are limited to a local context, it is expected that the discussion of this study contributes to the body of knowledge on teacher professional development with specific reference to assessment knowledge and practice.

Keywords

Assessment Knowledge, Assessment Practice, Micro-Teaching, Narrative Inquiry

Author Bio(s)

Ummi Rasyidah (https://orcid.org/0000-0003-3119-4621) was born in November 16th, 1987 in Kampung Tengah Indonesia. Rasyidah earned her bachelor’s degree from Universitas Riau in 2010. Two years after graduation, Rasyidah obtained her master’s degree also majoring in English Education at Universitas Negeri Padang. Now, Rasyidah is a Ph.D candidate majoring ELT in Universitas Negeri Malang, Indonesia. She started teaching English in Formal education since 2009. She worked as an English instructor at SMAN 1 Tapung Hilir. She is now working as an English lecturer at Universitas Pasir Pengaraian. Her responsibility includes teaching variety subjects such as English Structure, General English, ESP and Translation. Her research interest includes Reading, ELT, Professional Development and Assessment. She has published several journal articles in EduResearch and Journal of English Education. Correspondence regarding this article can be addressed directly to: ummirasyidah@yahoo.com.

Novita Triana (https://orcid.org/0000-0002-6300-9366) was born on November 19, 1974 in Banjarmasin, Indonesia. In 1999 she earned her Bachelor degree from Universitas Lambung Mangkurat, Banjarmasin majoring in English Language Teaching (ELT). After her graduation, she directly worked as a part-time lecturer at the English Department of the same university and was appointed as a full-fledged lecturer in 2000. In 2005 she completed her Master’s degree in Applied Linguistics at the University of Sydney, NSW under Australian Development Scholarship (ADS) scheme. Currently, she is a Ph.D. candidate majoring in ELT at Universitas Negeri Malang (UM), Indonesia. Her research interests include linguistics, assessment, and cross-cultural communication. Correspondence regarding this article can also be addressed directly to: tanty25@yahoo.com.

Ali Saukah obtained his master’s as well as his Ph.D. from the Department of Curriculum and Instruction, College of Education, The University of Iowa, Iowa City, USA, in 1986 and 1990 respectively. He has been a full-time faculty member of the English Department of Universitas Negeri Malang (The State University of Malang), Indonesia, since 1980, and involved in the development of English Language Curriculum and in other related activities at the national levels since 1990. His publications have appeared in several SCOPUS-indexed journals (Scopus Author ID: 57192897357). His main interests include research in ELT, curriculum, and evaluation.

Acknowledgements

The authors would like to extend gratitude to LPDP Republic of Indonesia that has funded the process of writing this article.

Publication Date

7-5-2020

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2020.4329

Recommended APA Citation

Rasyidah, U., Triana, N., & Saukah, A. (2020). The Teachers’ Assessment Knowledge and Practice: Contribution of the Past-Time Experiences to the Present-Time Decision. The Qualitative Report, 25(7), 1738-1753. https://doi.org/10.46743/2160-3715/2020.4329