文章基本信息

标题：Dissonances between Teachers’ Beliefs and Practices of Formative Assessment in EFL Classes
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作者：Ida Ayu Made Sri Widiastuti ; Nur Mukminatien ; Johannes Ananto Prayogo 等
期刊名称：International Journal of Instruction
印刷版ISSN：1694-609X
电子版ISSN：1308-1470
出版年度：2020
卷号：13
期号：1
页码：71-84
DOI：10.29333/iji.2020.1315a
出版社：International Journal of Instruction
摘要：This qualitative study investigates multi-cases of junior high school English teachers to reveal the dissonances between teachers' beliefs and practices of formative assessment in EFL classes viewed from different Continuing Professional Development (CPD). The Data were collected by conducting semi-structured interviews to all respondents, classroom observations and document studies such as journals and lesson plans. The result of this study showed that teachers with high CPD participation level have stronger beliefs in formative assessment compared to those with lower CPD involvement. Their beliefs, however, were not always practiced appropriately in the classroom. Teachers’ CPD participation has no real impact on the success of formative assessment practices, although it may influence teachers' beliefs. This is due to some factors influenced the implementation of formative assessment in the classroom. Futhermore, it is expected that teachers carefully consider the influecing factors and carry out formative assessment in accordance with their beliefs.
关键词：formative assessment; dissonance; belief; practice; teachers; EFL