UNCOVERING STUDENT PERCEPTIONS OF ENGLISH CLASSROOM ASSESSMENT DURING COVID-19 PANDEMIC

Abstract

ABSTRACT

This research is intended to investigate the student perceptions of English classroom assessment at an Islamic Senior High School in terms of congruence with the planned learning, authenticity, transparency, student consultation, and diversity. The research involved 75 students out of an entire student population of 578 students from 20 different classes across three academic years. The instrument used was 30 five-point Likert scale items from Students’ Perceptions of Assessment Questionnaire (SPAQ) developed by Waldrip, Fisher, & Dorman (2008) with Cronbach alpha internal consistency ranging from .68 to .86. The data were collected and were analyzed using SPSS20 to find if the data were valid and reliable. The Cronbach alpha internal consistency/reliability was .95 while the discriminant validity was .71. It indicates the data were valid and reliable. The data were then analyzed descriptively and reported in mean and standard deviation format.  It was found that diversity was the highest and student consultation was the lowest. It implies that although the mean of each scale was high, the students need to be consulted and assessment need to be more authentic.

Keywords: classroom assessment practice, student perception, student involvement