Mu'alimah, Dwi Isti (2024) Literacy-Based Formative Assessment: Examining EFL Teachers’ Perspective. Masters thesis, Universitas Terbuka.

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Abstract

Literacy-based formative assessment is a new concept in the education system in Indonesia. Unfortunately, few EFL teachers know how to implement or understand its importance in EFL teaching. The EFL teacher's perspective of a teaching method will determine their actions and decisions regarding learning. Therefore, the researcher conducted a case study with a qualitative design using experimental teaching, which embeds literacy-based formative assessment. Three EFL teachers participated voluntarily, and their identities were kept anonymous with pseudonyms as ethical considerations so they could share honest and objective experiences. This research aimed to explain teachers' perspectives of literacy-based formative assessment after experimental teaching Time 1 and explore the development of teachers' perspectives of literacy-based formative assessment after experimental teaching Time 2. The instruments used to collect data were focus group discussions, questionnaires, and interviews. Questionnaire data was analyzed using descriptive qualitative, and interview data was analyzed using thematic analysis. The research concluded that teachers had favorable perspectives about the assessment. They perceived it as one of the critical strategies in EFL teaching and had the potential to be very helpful, but some efforts were still needed to overcome its challenge. The teachers' perspectives developed positively after the experimental teaching Time 2, two months after continuing to implement the assessment in EFL teaching. They were convinced that the assessment benefits EFL teaching and increases the literacy competency needed as a 21st-century skill. The research suggested that all patties work together so that the implementation of the assessment can be carried out optimally to provide maximum benefits.

Item Type:	Thesis (Masters)
Additional Information (ID):	...Pdf
Uncontrolled Keywords:	Literacy-based formative assessment, EFL teachers' perspective
Subjects:	300 Social Science > 370-379 Education (Pendidikan) > 370 Education (Pendidikan) 300 Social Science > 370-379 Education (Pendidikan) 300 Social Science > 370-379 Education (Pendidikan) > 371.1 Teachers and Teaching (Guru, Tenaga Pendidik, Tenaga Pengajar) 300 Social Science > 370-379 Education (Pendidikan) > 371.12 Professional Qualifications of Teacher (Kualifikasi dan Profesionalitas Guru) 300 Social Science > 370-379 Education (Pendidikan) > 372.34 Information Literacy (Litreasi Informasi) 400 Language > 420-429 English and Old English, Anglo-Saxon (Bahasa Inggris, Anglo-Saxon) > 420 English (Bahasa Inggris) 400 Language > 420-429 English and Old English, Anglo-Saxon (Bahasa Inggris, Anglo-Saxon)
Divisions:	Tugas Akhir Program Magister (TAPM) > Magister Pendidikan Bahasa Inggris
Depositing User:	CR Cherrie Rachman
Date Deposited:	27 Aug 2026 07:02
Last Modified:	27 Aug 2026 07:02
URI:	http://repository.ut.ac.id/id/eprint/12647

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