UNDERGRADUATE STUDENTS’ PERCEPTION TOWARDS GRAMMAR ASSESSMENT IN THE EFL CLASSROOM
This study aimed to explore how grammar assessment in the EFL classroom was implemented at the English Department of the State Islamic University of Ar-Raniry (UIN Ar-Raniry). The researcher investigated learners’ perspectives regarding the congruence of the grammar assessment with the planned learning, assessment authenticity, transparency, and their capability in the classroom. A total of 69 fourth-year students of the English Department responded to the questionnaire with 24 five-point Likert scale items. The quantitative data of Students’ Perceptions of Assessment Questionnaire (SPAQ) items were descriptively analysed using the SPSS16 program. The result offers significant insights into the ways students viewed classroom-based grammar assessments. It was shown that students perceived a slight congruence between grammar assessment and planned learning, as well as inadequate transparency regarding the purpose, authenticity, and assessment forms. Moreover, the result indicates that their perceived capability in taking the assessment was rather unsatisfactory.
Alkharusi, H. (2011). Teachers' classroom assessment skills: Influence of gender, subject area, grade level, teaching experience and in-service assessment training. Journal of Turkish Science Education, 8(2), 39-48.
Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2014). Classroom assessment: Teacher practices, student perceptions, and academic self-efficacy beliefs. Social Behavior and Personality: An international journal, 42(5), 835-856.
Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139–144.
Brookhart, S. M., & Bronowicz, D. L. (2003). 'I Don't Like Writing. It Makes My Fingers Hurt': Students talk about their classroom assessments. Assessment in Education: Principles, Policy & Practice, 10(2), 221–242. https://doi.org/10.1080/0969594032000121298
Cheng, L., Wu, Y., & Liu, X. (2015). Chinese university students' perceptions of assessment tasks and classroom assessment environment. Language Testing in Asia, 5(1), 1–17. https://doi.org/10.1186/s40468-015-0020-6
Dhindsa, H. S., Omar, K., & Waldrip, B. (2007). Upper Secondary Bruneian Science Students' Perceptions of Assessment. International Journal of Science Education, 29(10), 1261–1280. https://doi.org/10.1080/09500690600991149
Dorman, J., & Knightley, W. (2006). Development and validation of an instrument to assess secondary school students' perceptions of assessment tasks. Educational Studies, 47–58. Retrieved from http://search.proquest.com/docview/209735861/
Hillocks, G. and Smith, M. W. (1991). Grammar and usage. In J. Flood, J. M. Jensen, D. Lapp, and J. R. Squire (eds.), Handbook of Research on Teaching the English Language Arts (pp. 591–603). New York: Macmillan.
Mcmillan, J. H. (2000). Fundamental Assessment Principles for Teachers and School Administrators. Practical Assessment, Research & Evaluation, 7(8), 1–5.
Mussawy, S., A., J. (2009). Assessment Practices: Students and Teachers' perceptions of Classroom Assessment. Master’s thesis. University of Massachusetts.
Purpura, J. E. (2004). Assessing grammar. Cambridge: Cambridge University Press.
Rowntree, D. (1987). Assessing students : how shall we know them? (Rev. ed.). London : New York: K. Page ; Nichols Pub. Co.
Struyven, K., Dochy, F., & Janssens, S. (2005). Students' perceptions about evaluation and assessment in higher education: a review. Assessment & Evaluation in Higher Education, 30(4), 325–341. https://doi.org/10.1080/02602930500099102
Udoukpong, Bassey, E., and Cecilia, O. (2012). “Perception of Formative Evaluation Practices and Students’ Academic Performance in Junior Secondary Certificate Examination in Social Studies”. International Journal of Business and Social Science, 3 (15).