Using Digital Formative Assessment to Evaluate EFL Learners’ English Speaking Skills

Authors

DOI:

https://doi.org/10.26817/16925777.1001

Keywords:

Digital formative assessment, foreign language speaking skills, formative assessment, language testing

Abstract

As it is known formative assessment focuses on both the learning process and learner's performance. In this study digital formative assessment and traditional speaking tests were utilized comparatively to evaluate 52 upper-intermediate EFL learners' English language speaking skills. The study was designed as a mixed-method. The quantitative data were collected via achievement tests which had been administered both in traditional speaking tests and digital formative tests. The qualitative findings were collected with students' interviews which consisted of four open-ended questions. The results of the study showed that participants outperformed in digital formative tests in comparison to traditional speaking tests. Another significant finding of the study is that participants are satisfied with the digital formative assessments in terms of peer collaboration during tests, enriched test materials, and preparation time for the speaking test. Although they have positive views on digital formative assessment, participants are dissatisfied with it in terms of technical problems that they encountered during the administration of digital formative tests.

Downloads

Download data is not yet available.

Author Biography

Zeynep Çetin Köroğlu, Aksaray University, Turkey

has been working as an Assistant Professor Doctor at English Language Teaching Department of Aksaray University, Turkey. Her academic background mainly consists of English Language Teaching. She graduated from Gazi University and got her MA degree. Then, she started her PhD at the same university and completed it in 2015. She especially interested in intercultural communication, language teachers’ education, ICT implementations in language pedagogy and language assessment. She published numerous book chapters and articles related with her research interests

References

Bachman, L. F., Palmer, A. S. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford: OUP.

Baleni Z. (2015). Online formative assessment in higher education: Its pros and cons, The Electronic Journal of e-Learning,13(4), 228-236.

Bell, B., & Cowie, B. (2001). Formative assessment and science education. Dordrecht,

The Netherlands: Kluwer Academic.

Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education, 5(1),7-74. https://doi.org/10.1080/0969595980050102

Brown, G. T. L. (2008). Conceptions of assessment: Understanding what assessment means to teachers and students. New York, NY: Nova Science Publishers

Boz, N. & Boz, Y. (2005). Investigating Formative Assessment. Education and Science, 30(138), 63-69.

Celce-Murcia, M. (2013). Teaching English in the context of world Englishes. In M. CelceMurcia, D. M. Brinton,& M. A. Snow (Eds.), Teaching English as a Second or Foreign Language (4th ed, pp. 2-14).Boston, MA: National Geographic Learning/Cengage Learning.

Cepik, S., & Yastibas, A. E. (2013). The use of e-portfolio to improve English speaking skill of Turkish EFL learners. Anthropologist, 16(1-2), 307-317. https://doi.org/10.1080/09720073.2013.11891358

Çetin Köroglu, Z. (2019). Interventionist Dynamic Assessment's Effects on Speaking Skills Testing: Case of Elt Teacher Candidates. Advances in Language and Literary Studies, 10(3), 23-31. https://doi.org/10.7575/aiac.alls.v.10n.3p.23

Dingli, A., & Seychell, D. (2015). Who Are the Digital Natives?. In The New Digital Natives (pp. 9-22). Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-46590-5_2

Dirksen D. (2011). Hitting the reset button. Phi Delta Kappan 92(7), 26-31. https://doi.org/10.1177/003172171109200706

Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory Into Practice, 55(2), 153-159. https://doi.org/10.1080/00405841.2016.1148989

Faber, M. J., Luyten, H. & Visscher, J. A. (2017). The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment, Computers& Education, 106, 83-96. https://doi.org/10.1016/j.compedu.2016.12.001

Facione, P. A. (2011). Critical thinking: what it is and why it counts. Millbrae: Measured Reasons and the California Academic Press.

Golkova, D., & Hubackova, S. (2014). Productive skills in second language learning. Procedia- Social and Behavioral Sciences, 143, 477-481. https://doi.org/10.1016/j.sbspro.2014.07.520

Huang, D. H., Hung, A. S., & Plakans, L. (2018). Topical knowledge in L2 speaking assessment: Comparing independent and integrated speaking test tasks. Language Testing, 35(1), 27-49. https://doi.org/10.1177/0265532216677106

Jamieson, J. (2005). Trends in computer-based second language assessment. Annual Review of Applied Linguistics, 25, 228-242.

https://doi.org/10.1017/S0267190505000127

Kincal, R.Y. & Ozan, C. (2018). Effects of Formative Assessment on Prospective Teachers' Achievement, Attitude and Self-Regulation Skills. International Journal of Progressive Education, 14(2), 77-92. https://doi.org/10.29329/ijpe.2018.139.6

Knight, B. (1992). Assessing speaking skills: A workshop for teacher development, ELT Journal, 46 (3), 294-302. https://doi.org/10.1093/elt/46.3.294

Leung, C. (2005). Classroom teacher assessment of second language development: Construct as practice. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning. Mahwah, NJ: Erlbaum.

Leung, C, &Mohan, B. (2004). Teacher formative assessment and talk in classroom contexts: Assessment as discourse and assessment of discourse. Language Testing, 21, 335- 359. https://doi.org/10.1191/0265532204lt287oa

Levy, M., & Stockwell, G. (2006). CALL dimensions: Options and issues in computer assisted language learning. Mahwah, NJ: Lawrence Erlbaum Associates.

Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University. https://doi.org/10.1017/CBO9780511733017

McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective standards- based ınstruction (5th ed.). Essex: Pearson.

O'Connor, K. (2002). How to grade for learning. Arlington Heights, IL: Skylight.

Ounis, A. (2017). The Assessment of Speaking Skills at the Tertiary Level. International Journal of English Linguistics, 7(4), 95-112. https://doi.org/10.5539/ijel.v7n4p95

Poehner, M. E., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9 (1), 1-33. https://doi.org/10.1191/1362168805lr166oa

Stanca, C., Georgescu, S., Mina, S. & Olteanu, A. (2015). Measures of transforming the summative assessment in formative assessment in students activities evaluation at Constanta Maritime University. Karabük University Journal ıf Institute of Social Sciences, 5(1), 32-47.

Stiggins, R. J. (2002). Where is our assessment future and how can we get there from here? In R. W. Lissitz & W. D. Schafer (Eds.), Assessment in Educational Reform: Both Means and Ends (pp. 18-48). Boston: Allyn & Bacon.

Wood, D. F. (2010). Formative assessment. In T. Swanwick (Ed.), Understanding medical education: Evidence, theory and practice (pp. 259-270). Hoboken: Wiley-Blackwell. https://doi.org/10.1002/9781444320282.ch18

Downloads

Published

2021-06-23

How to Cite

Çetin Köroğlu, Z. (2021). Using Digital Formative Assessment to Evaluate EFL Learners’ English Speaking Skills. GIST – Education and Learning Research Journal, (22), 103–123. https://doi.org/10.26817/16925777.1001