NURLIANA NIM: 2021010106043, N (2026) EFL PRE-SERVICE TEACHERS’ FORMATIVE ASSESSMENT STRATEGIES IN ENGLISH CLASSROOM CONTEXT. Other thesis, IAIN KENDARI.
![[img]](https://digitallib.iainkendari.ac.id/style/images/fileicons/text.png) |
Text
1 COVER.pdf Download (2MB) |
|
Text
2 BAB I.pdf Download (1MB) |
|
Text
3 BAB II.pdf Download (1MB) |
|
Text
4 BAB III.pdf Download (1MB) |
|
Text
5 BAB IV.pdf Restricted to Registered users only Download (1MB) |
|
Text
6 BAB V.pdf Download (1MB) |
|
Text
7 DAFTAR PUSTAKA.pdf Download (1MB) |
|
Text
8 LAMPIRAN.pdf Download (847kB) |
Abstract
ABSTRACT
Nurliana. SID 2021010106043. “EFL Pre-Service Teachers’ Formative
Assessment Strategies in English Classroom Context”. Supervised by Dr. Sitti
Nurfaidah, S. Pd., M. Ed., and Anita Rezki, M. Pd.
This qualitative case study examined how EFL pre-service teachers
employed formative assessment strategies during their Teaching Practicum II in an
English classroom context at a senior high school. Data were collected through
semi-structured interviews with six participants from the English Education
Department who had completed a 45-day practicum. Wiliam and Thompson’s
(2007) formative assessment framework was used as an analytical guide to
interpret the data. Findings indicate that pre-service teachers integrate formative
assessment through several classroom learning practices. These practices include
clearly communicating learning objectives at the beginning of the lesson, using
interactive activities to elicit evidence of student understanding such as Kahoot,
Wordwall, and group discussions to identify evidence of student understanding,
providing oral and written feedback to support student improvement, engaging
students in simple peer assessment practices that provided students with the
opportunity to help one another learn through group projects and peer discussions,
accompanied by clear instructions and resources, such as checklists and rubrics,
and facilitating student self-assessment through reflection sheets, sticky notes, or
reflective questions. The findings provide insight into how formative assessment
was integrated into authentic classroom practice, highlighting its role in
promoting student engagement and collaborative learning. This study also offers
implications for teacher education programs, particularly in preparing pre-service
teachers to apply formative assessment more consistently and adaptively in
diverse classroom contexts.
Keywords: Case Study, Classroom Contexts, EFL Pre-Service Teachers,
Formative Assessment Strategies;
| Item Type: | Thesis (Other) |
|---|---|
| Uncontrolled Keywords: | ase Study, Classroom Contexts, EFL Pre-Service Teachers, Formative Assessment Strategies; |
| Subjects: | 400 Bahasa > 420 Bahasa Inggris, Anglo-Saxon |
| Divisions: | Fakultas Tarbiyah dan Ilmu Keguruan > Prodi Tadris/Pendidikan Bahasa Inggris |
| Depositing User: | Unnamed user with email [email protected] |
| Date Deposited: | 13 May 2026 03:26 |
| Last Modified: | 13 May 2026 03:26 |
| URI: | http://digitallib.iainkendari.ac.id/id/eprint/4541 |
Actions (login required)
 |
View Item |
