The implementation of formative assessment in B. Ed. TESL program in higher education / Aisyah Nazamud-Din

This study is a mixed-method study on the implementation of formative assessment practices in higher education. The purpose of the study is to investigate the practices of formative assessment in B.Ed TESL program in terms of 1) assignment practices, 2) quantity and timing of feedback practices 3) q...

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Main Author:	Nazamud-Din, Aisyah
Format:	Thesis
Language:	English
Published:	2015
Subjects:	Assessment Portfolios Academic degrees
Online Access:	https://ir.uitm.edu.my/id/eprint/15392/1/TM_AISYAH%20NAZAMUD-DIN%20%20%20ED%2015_5.pdf
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id	my-uitm-ir.15392
record_format	uketd_dc
spelling	my-uitm-ir.153922022-03-09T07:49:52Z The implementation of formative assessment in B. Ed. TESL program in higher education / Aisyah Nazamud-Din 2015 Nazamud-Din, Aisyah Assessment. Portfolios Academic degrees This study is a mixed-method study on the implementation of formative assessment practices in higher education. The purpose of the study is to investigate the practices of formative assessment in B.Ed TESL program in terms of 1) assignment practices, 2) quantity and timing of feedback practices 3) quality of feedback practices and 4) utilization of feedback practices. Moreover, this study investigated the challenges faced by the students in formative assessment and strategies to improve formative assessment in the program. The respondents of the descriptive survey were 105 undergraduates in B.Ed TESL program. Four students and four lecturers were selected to participate in the interview sessions in this study. The result showed that the practices of assignment, quantity and timing of feedback, quality of feedback and the utilization of feedback in the program were at the moderate level. There was a significant difference in the utilization of feedback between genders of students. The relationships between the four dimensions were found to be from low to moderate strength. Furthermore, the challenges in employing formative assessment were relating to personal attitudes, language skills, learning skills, lecturers and peers. Suggestions to improve the practices included giving constructive feedback, enhancing the utilization of feedback and improving the conduct of assignments. It is hoped that the study will contribute to the improvement of formative assessment practices in the program and the policies to implement it. This study indicated that formative assessment practices could benefit the students, the lecturers and the stakeholders in the field. 2015 Thesis https://ir.uitm.edu.my/id/eprint/15392/ https://ir.uitm.edu.my/id/eprint/15392/1/TM_AISYAH%20NAZAMUD-DIN%20%20%20ED%2015_5.pdf text en public mphil masters Universiti Teknologi MARA Faculty of Education
institution	Universiti Teknologi MARA
collection	UiTM Institutional Repository
language	English
topic	Assessment Portfolios Academic degrees
spellingShingle	Assessment Portfolios Academic degrees Nazamud-Din, Aisyah The implementation of formative assessment in B. Ed. TESL program in higher education / Aisyah Nazamud-Din
description	This study is a mixed-method study on the implementation of formative assessment practices in higher education. The purpose of the study is to investigate the practices of formative assessment in B.Ed TESL program in terms of 1) assignment practices, 2) quantity and timing of feedback practices 3) quality of feedback practices and 4) utilization of feedback practices. Moreover, this study investigated the challenges faced by the students in formative assessment and strategies to improve formative assessment in the program. The respondents of the descriptive survey were 105 undergraduates in B.Ed TESL program. Four students and four lecturers were selected to participate in the interview sessions in this study. The result showed that the practices of assignment, quantity and timing of feedback, quality of feedback and the utilization of feedback in the program were at the moderate level. There was a significant difference in the utilization of feedback between genders of students. The relationships between the four dimensions were found to be from low to moderate strength. Furthermore, the challenges in employing formative assessment were relating to personal attitudes, language skills, learning skills, lecturers and peers. Suggestions to improve the practices included giving constructive feedback, enhancing the utilization of feedback and improving the conduct of assignments. It is hoped that the study will contribute to the improvement of formative assessment practices in the program and the policies to implement it. This study indicated that formative assessment practices could benefit the students, the lecturers and the stakeholders in the field.
format	Thesis
qualification_name	Master of Philosophy (M.Phil.)
qualification_level	Master's degree
author	Nazamud-Din, Aisyah
author_facet	Nazamud-Din, Aisyah
author_sort	Nazamud-Din, Aisyah
title	The implementation of formative assessment in B. Ed. TESL program in higher education / Aisyah Nazamud-Din
title_short	The implementation of formative assessment in B. Ed. TESL program in higher education / Aisyah Nazamud-Din
title_full	The implementation of formative assessment in B. Ed. TESL program in higher education / Aisyah Nazamud-Din
title_fullStr	The implementation of formative assessment in B. Ed. TESL program in higher education / Aisyah Nazamud-Din
title_full_unstemmed	The implementation of formative assessment in B. Ed. TESL program in higher education / Aisyah Nazamud-Din
title_sort	implementation of formative assessment in b. ed. tesl program in higher education / aisyah nazamud-din
granting_institution	Universiti Teknologi MARA
granting_department	Faculty of Education
publishDate	2015
url	https://ir.uitm.edu.my/id/eprint/15392/1/TM_AISYAH%20NAZAMUD-DIN%20%20%20ED%2015_5.pdf
_version_	1783733384752660480

The implementation of formative assessment in B. Ed. TESL program in higher education / Aisyah Nazamud-Din

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