Exploring Types and Qualities of Teachers' Implementation of AfL Strategies in Indonesian EFL Secondary Schools: Exploring Types and Qualities of Teachers' Implementation of AfL Strategies: Burhanuddin et al.
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| Title: | Exploring Types and Qualities of Teachers' Implementation of AfL Strategies in Indonesian EFL Secondary Schools: Exploring Types and Qualities of Teachers' Implementation of AfL Strategies: Burhanuddin et al. |
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| Authors: | Burhanuddin1 (AUTHOR) burhanuddin.fkip@unram.ac.id, Arrafii, Moh. Arsyad2 (AUTHOR) m.arrafii@dipf.de, Mahsun1 (AUTHOR) mahsun@unram.ac.id |
| Source: | Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Apr2025, Vol. 34 Issue 2, p803-812. 10p. |
| Subject Terms: | *English teachers, *Observation (Educational method), *Educational outcomes, *Formative evaluation, *Secondary education, *Teacher development |
| Abstract: | This paper reports on a multiple case study classroom observation investigating the types and qualities of teachers' AfL strategies among three English teachers across three distinct types of secondary schools in Indonesia. The study found that while teachers are integrating several AfL strategies, the quality issues persist. The study highlights a significant reliance on superficial questioning and frequent confirmatory rather than formative feedback practices. These findings may reflect a lack of the teachers' understanding of formative assessment that hinders its substantive application in the class. There is an immediate need to provide teachers with professional development in questioning and feedback practice delivery to support teachers in integrating these assessment techniques tailored to the needs of students, foster an engaging learning environment, and maximize the potential of AfL to improve educational outcomes. [ABSTRACT FROM AUTHOR] |
| Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This paper reports on a multiple case study classroom observation investigating the types and qualities of teachers' AfL strategies among three English teachers across three distinct types of secondary schools in Indonesia. The study found that while teachers are integrating several AfL strategies, the quality issues persist. The study highlights a significant reliance on superficial questioning and frequent confirmatory rather than formative feedback practices. These findings may reflect a lack of the teachers' understanding of formative assessment that hinders its substantive application in the class. There is an immediate need to provide teachers with professional development in questioning and feedback practice delivery to support teachers in integrating these assessment techniques tailored to the needs of students, foster an engaging learning environment, and maximize the potential of AfL to improve educational outcomes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01195646 |
| DOI: | 10.1007/s40299-024-00897-4 |
