INTERVIEW REPORT

Teachers’ Assessment Literacy

Interviewer: Ikhsan Dinn Islam

Interviewee: Mr. Muhamad Haikal Ramadan, S.Pd (Mts.Nurul Basmalah Baros)

No Question Answer
I start by explaining to my students that tests and
assignments are like checkpoints in their learning journey.
How do you explain to your students why They help me understand how well they've grasped the
1
they have to take tests or do assignments? material and where they might need extra help. I emphasize
that assessments aren't just about getting grades but about
learning and growth.
I ensure fairness by offering a variety of assessment
Can you share some ways you make tests formats. For instance, I might provide options such as
2 and quizzes fair for all your students, even if multiple-choice questions, short answer responses, or
they learn differently? hands-on projects. This way, students can showcase their
understanding in a way that suits their learning style best.
Yes, I've adjusted tests before based on student struggles. If
Have you ever changed a test or quiz I notice a significant portion of the class is struggling with
3 because you noticed your students were a specific topic, I might modify the test by providing
struggling with a topic? How did you do it? additional practice questions or altering the format to better
assess their understanding.
After grading tests, I go over common mistakes and areas
of strength with the class. I also encourage students to
How do you help students figure out what
review their own tests and compare their answers with the
4 they did well on a test and what they need to
correct ones. Additionally, I offer one-on-one feedback
work on?
sessions for students who want to understand their
performance in more detail.
While it's essential for students to remember facts, I believe
it's equally important for them to develop problem-solving
Do you think it's more important for students
skills. Memorization alone isn't enough; students need to
5 to remember facts or to be able to think
apply their knowledge to real-world situations. Therefore, I
through problems? Why?
strive to create assessments that assess both factual
understanding and critical thinking abilities.
To ensure tests and assignments are appropriately
challenging, I use a variety of assessment tools, including
How do you make sure your tests and
pre-tests and formative assessments. I also carefully review
6 assignments are not too hard or too easy for
test questions to ensure they align with the learning
your students?
objectives and adjust difficulty levels based on student
feedback.
I remember a student who was disappointed with their grade
on an assignment. I scheduled a meeting with them to
discuss their performance in detail. We reviewed the
Can you describe a time when you helped a
assignment criteria together, and I provided specific
7 student understand why they got a certain
feedback on areas where they excelled and areas for
grade on an assignment?
improvement. By the end of our discussion, the student had
a clearer understanding of their grade and how to improve
in the future.
What tools or techniques do you use to make I use tools such as rubrics and assignment guidelines to
8 sure students understand the goals of a test clearly outline the goals and expectations of each test or
or assignment? assignment. Before starting an assessment, I review these
 tools with the class and encourage questions to ensure
everyone understands what's expected of them.
I create a supportive environment where students feel
comfortable expressing their concerns about tests or
How do you help students who feel anxious assignments. I offer study tips, relaxation techniques, and
9 or stressed about taking tests or doing encourage students to break tasks into smaller, manageable
assignments? parts. Additionally, I remind them that mistakes are part of
the learning process and that I'm here to support them every
step of the way.
I facilitate peer feedback sessions where students provide
constructive criticism to their peers' work. Beforehand, I
In what ways do you encourage students to
discuss the importance of giving helpful feedback and
10 give feedback on each other's work, and how
provide guidelines for effective peer review. Peer feedback
does that help them learn?
not only helps students improve their own work but also
fosters collaboration and critical thinking skills.
 JOURNAL REPORT

The Role of Technology in Promoting Assessment Literacy in ELT

Title The Role of Technology in Promoting Assessment Literacy in ELT

Journal Name Journal of Linguistics, Literacy, and Pedagogy

Year 18 April 2023

Writer Ledy Nurlelya

Link Download https://jurnal.untirta.ac.id/index.php/JLLP/article/viewFile/20013/10662

Background The background of the article focuses on the intersection of technology and assessment
practices in English Language Teaching (ELT). It sets the stage for discussing how
technology can enhance assessment literacy for ELT teachers by providing access to
resources, developing skills and knowledge, and facilitating real-time feedback.

As conclusion, the background section lays the foundation for understanding the critical
role of technology in promoting assessment literacy in ELT and sets the context for
exploring the various ways technology can enhance assessment practices in the field.

Problem The problem addressed in the article revolves around the challenges and obstacles
associated with integrating technology into assessment practices in English Language
Teaching (ELT). These challenges hinder the effective implementation of technology-
assisted assessments and impact the reliability, validity, and inclusivity of assessment
processes.

Addressing these challenges is crucial to ensure that technology can be effectively utilized
to enhance assessment literacy in ELT and improve learning outcomes for students.
Strategies such as professional development, institutional support, and the development of
policies and guidelines are essential to overcome these obstacles and maximize the benefits
of technology in assessment practices.

Research The research purposes outlined in the article focus on exploring the ways in which
purposes technology can enhance assessment literacy in English Language Teaching (ELT). The
document aims to investigate the role of technology in improving assessment practices and
principles for ELT teachers, ultimately leading to more informed decision-making, better
evaluation of assessment results, and more meaningful feedback for learners.

Key research purposes highlighted include:

 Defining assessment literacy as teachers' understanding and competency in

assessment practices and principles, emphasizing its importance in ELT.

 Highlighting the significance of assessment literacy for ELT teachers in making

informed decisions, evaluating assessment results, and providing meaningful
feedback to learners.
  Discussing the purpose of the article, which is to explore how technology can
enhance assessment literacy in ELT and promote effective assessment practices.

 Identifying opportunities for technology in ELT assessment and assessment

literacy, including the potential for innovative assessment tools, platforms, and the
integration of artificial intelligence and machine learning.

By examining the role of technology in promoting assessment literacy in ELT, the research
aims to shed light on the benefits, challenges, and future directions of technology-assisted
assessments in the field of English Language Teaching.

Data source The article primarily draws upon existing research and scholarship in the field of
assessment literacy in English Language Teaching (ELT) and the use of technology in
assessment. The document synthesizes and summarizes key findings, best practices, and
examples from a variety of sources, including academic articles, books, and reports.

In conclusion, the data sources for the document consist of a wide range of academic
resources and literature in the field of ELT assessment, technology integration, and
assessment literacy to support the discussion on the role of technology in enhancing
assessment practices in English Language Teaching.

Research methods The research method employed in the article is primarily a literature review. The document
critically examines the potential of technology to enhance assessment literacy in English
Language Teaching (ELT) by synthesizing existing research, scholarship, and best
practices in the field of assessment literacy and technology-assisted assessment.

Key aspects of the research method outlined in the document include:

 Literature review: The primary method used in the article is a literature review,
which involves gathering insights from existing research, academic articles,
books, and reports related to assessment literacy and technology in ELT.

 Providing practical guidance: The document aims to provide practical guidance

for teachers by incorporating examples of technology-assisted assessment in ELT
and best practices for integrating technology into assessment literacy.

By utilizing a literature review approach, the document critically examines the intersection
of technology and assessment practices in ELT, offering insights, recommendations, and
practical strategies for enhancing assessment literacy through the effective use of
technology.

Object of research The object of research in article is to explore the role of technology in enhancing assessment
literacy in English Language Teaching (ELT). The document focuses on how technology
can be utilized to improve assessment practices and principles for ELT teachers, ultimately
leading to more effective assessment design, implementation, evaluation, and
interpretation.

The document talks about how important it is for English teachers to understand
assessments well. It explains that assessment literacy means knowing how to assess
students and give them helpful feedback. The research also looks into how technology can
help teachers with assessments. It explores how technology can give teachers access to
assessment tools, improve their skills, and make it easier to give feedback quickly. The
 document tries to find the best ways to use technology for assessments in English teaching.
Overall, it's about understanding assessments, using technology to make it easier, and
finding the best ways to help English teachers with assessments.

By investigating the role of technology in promoting assessment literacy in ELT, the object
of research is to enhance teachers' understanding and competency in assessment practices,
ultimately improving assessment outcomes and supporting students' language learning
needs in the field of English Language Teaching.

Research result Research has shown that technology has the potential to enhance assessment literacy in
English language teaching. The research also recommends that English language teachers
consider technology-assisted assessment methods in their teaching practices. Furthermore,
technology has transformed assessment practices in English language teaching, providing
benefits such as access to diverse assessment resources, real-time feedback and assessment,
as well as improved efficiency and engagement.

Advantages of The key points regarding technology-assisted assessment in English Language Teaching
research (ELT) include the importance of staying updated on emerging technologies and engaging
in ongoing professional development to effectively leverage technology in assessment
practices. It is crucial for educators to address challenges such as technical issues, ethical
considerations, and the need for teacher training and support when integrating technology
in assessment literacy. Future research should focus on exploring the potential of
technology to enhance assessment literacy in ELT and provide practical recommendations
for integrating technology in assessment practices.

Additionally, future studies could investigate the impact of technology on student

performance and attitudes in ELT assessment, as well as examine the effectiveness of online
assessment tools and platforms in enhancing learning outcomes. Research could also
explore best practices for training and supporting teachers in utilizing technology for
assessment purposes, as well as address concerns related to data privacy, security, equity,
and access in technology-assisted assessment.

In Conclusion, future research in the field of technology-assisted assessment in ELT should

aim to advance our understanding of how technology can be effectively integrated into
assessment practices to promote assessment literacy and improve learning outcomes for
students.

Discussion / The discussion and recommendations for future researchers in the field of technology-
Recommendations assisted assessment in English Language Teaching (ELT) include the importance of staying
updated on emerging technologies and engaging in ongoing professional development to
effectively leverage technology in assessment practices. It is crucial for educators to address
challenges such as technical issues, ethical considerations, and the need for teacher training
and support when integrating technology in assessment literacy. Future research should
focus on exploring the potential of technology to enhance assessment literacy in ELT and
provide practical recommendations for integrating technology in assessment practices.

Additionally, future studies could investigate the impact of technology on student

performance and attitudes in ELT assessment, as well as examine the effectiveness of online
assessment tools and platforms in enhancing learning outcomes. Research could also
explore best practices for training and supporting teachers in utilizing technology for
assessment purposes, as well as address concerns related to data privacy, security, equity,
and access in technology-assisted assessment.
In conclusion, future research in the field of technology-assisted assessment in ELT should
aim to advance our understanding of how technology can be effectively integrated into
assessment practices to promote assessment literacy and improve learning outcomes for
students.