APPLICATION OF INNOVATIVE PROPOSALS

KNOWLEDGE INTEGRATING PROJECT

COMO LLENAR LA MATRIZ

1ra columna, tenemos que escribir el autor, año, país, tipo de documento(artículo, tesis maestria, tesis doctoral) No poner tesis de licenciaturas

2da columna escribir los research particpants y level of education ( por ejemplo 8th graders, university students, secondary students, high school students

3ra columna escribir textualmente los Objectives, Research questions

4ta columna escribir el research problem, lo encontramos en la introducción del artículo

5ta columna poner el tipo investigación y los instrumentos de investigación, se los encuentra en la sección de methodology

6ta columna, el resultado o conclusión que responda directamente a la pregunta u objetivo de la investigación. Se encuentra en el abstract o sección resultados o conclusiones

7ma columna poner lo que los investigadores recomiendan para futuras investigaciones. Buscar en la sección de resultados, o discusión, o conclusiones/recomendaciones.
También podemos encontrar buscando las siguientes palabras: FURTHER, SUGGEST

Type of Research Objective Research problem Main findings or Recommendation for Further
document/ participants Research questions Research method results investigation
article, & level of Research design
thesis/conferenc education Data collection
es instruments
Title, author,
year, country,
title
(LAST 5 YEARS,
2018+)

Article (Tanyer, Participants: Objective: The deficiency in the body of - In this study, the Our findings from Therefore, in addition to needs
S, & Susoy, Z. 9 preservice a) to explore fourth-year knowledge about pre-service and researchers made in-service teachers analysis studies, experimental
(2018) teacher (female pre-service EFL teachersȂ in-service EFL teachers` purposeful showed that they studies which emphasize the
Country: Turkey 7 and male 2) perceptions about the perceptions, understandings and qualitative sampling mostly favored trials of assessment in Teaching
Title: Assessment In-service assessment of young EFL practices regarding YLLs` through which they studentsȂ interests by Practicum are also needed.
of Young teachers (female learners and their teacher assessment. The following designedly seriously considering Through these kind of studies,
Language 2 and male 2) training program in a problem addressed is the lack of their age and both the real practices of in
Learners: Turkish state university. clear guidelines in the assessment enthusiasm and by service YLL teachers and
Perceptions and Level: b) to discover the nature
Practices of elementary of young EFL
Turkish EFL schools 2nd and learners`assessment (2nd
Pre-service and 3rd graders). and 3rd graders) in some
In-Service Turkish elementary public
Teachers schools and how the
language teachers
perceive and treat the YLL
assessment while making
their evaluative decisions.
Research questions:
1. How do fourth-year
pre-service EFL teachers at
a state university in Turkey
perceive YLLs’ assessment?
2. How do fourth-year
pre-service EFL teachers at
a state university in Turkey
perceive their teacher
training program in terms
of YLLs` assessment?
3. What are the in-service
EFL teachers` perceptions
and current practices
pertaining to assessments
of 2nd and 3rd graders in
several Turkish elementary
public schools?
Article 52 pre-service To explore the factors
2022 EFL teachers influencing pre-service EFL
Pre-service EFL assigned to the teachers’ conceptions of
Teachers' study assessment during
Conceptions of the teaching practicum.
Assessment
During Their How pre-service EFL
Teaching teachers’ conceptions of
Practicum assessment
(Prastikawati et evolve through time?
al., 2022)
How to prepare the best
future educators to utilize
assessment as a tool for
learning?
of 2nd and 3rd graders which chose the trying not to perceptions of PSTs can be
would help in-service EFL teachers participants and discourage them with uncovered.
at elementary schools. their sites. assessment.
- The qualitative the findings of the
data was collected study call for curricular
both from additions to the
pre-service and English language
in-service teachers teaching degree
through programs to better
semi-structured equip teachers for
interviews. young language
- an external audit learnersȂ assessment.
technique was One another call can
conducted to also be made for
provide the training, supporting
evidence of accuracy and reinforcing
of in-service teachers on
information in the same issue. When
qualitative report. complicated nature of
this learner group and
newness of the
educational reform
are considered, these
calls seem very
natural.
Teachers in Indonesia face By utilizing a The results showed Furthermore, according to our
challenges stemming from the mixed-method that the participants research, practicum can serve as
country’s long history of relying on study, this study agreed that the main a transitional stage that
standardized tests for selection and adopted a model of objective of an introduces pre-service teachers
evaluation. Such apprehension participant assessment is to to the realities of the classroom
implies that preparing and training selection. enhance the process while also giving them chances to
teachers to be assessment literate In this case, the of teaching and gradually develop their identity
is a strenuous task (8). Point to quantitative learning and to as assessors. This study adds to
that, teacher education programs method is carried validate the students’ earlier studies that demonstrate
nowadays present assessment out before the and schools’ a strengthened assessor’s
courses and practicum to connect qualitative accountability. Some function following exposure to
the need of assessment literate method. The factors, such as school numerous assessment-related
teachers. In particular, they need to quantitative data assessment culture, topics in assessment courses. Last
fill in the gaps between assessment was used to identify national assessment but not least, because
theory and practice by increasing policy, and classroom school-based learning can
 their understanding of assessment, participants for the reality, are revealed as profoundly impact pre-service
thinking critically about how they qualitative contextual factors teachers’ cognitive development,
view assessments, and putting portion of this influencing their our emphasis on how practicum
their assessment beliefs into action mixed-methods conceptions of shapes students’ perceptions of
(9-11).As a result, gaining study. assessment during assessment underlines the
proficiency in assessment is crucial - Survey their teaching significance of linking assessment
yet difficult for pre-service - Prequestionnari practicum. education with actual school
teachers. Scholars have shown that e and situations.
pre-service teachers’ conceptions postquestionnar
of assessment alter as they gain ie
experience with the assessment - interview
process in teacher preparation - Observation
courses (12-16). The - Stimulated
conceptualizations of assessment recalls
are proven to significantly impact - Interview
whether or not they learn about
assessment and use it in their
assessment practices in the
classroom. Regardless of realizing
the substance of teachers’
conceptions of assessment, the
changes in pre-service EFL teachers
have not been sufficiently
scrutinized (17).

Article Participants: Objective: to explore It has been widely acknowledged Mix-method The findings It is recommended
(Zulaiha et al., Twenty two junior secondary school that assessing student performance Quantitative data contribute to a better that future research should
2020) Indonesian English as a foreign is an essential elements analysis with t-test understanding of involve a larger sample of
Country: EFL teachers language (EFL) teachers of a teacher’s job. Indeed, was employed to teachers’ assessment teachers from different contexts
Indonesia from six public perceptions of assessment is an integral part of analyse the literacy as well as
Title: An junior Schools classroom-based the teaching and learning process quantitative data in their particular relevant stakeholders.
Investigation Level: secondary assessment and to while the context, as they make
into EFL schools understand the extent to qualitative data meaning and interact
Teachers’ which teachers’ were analysed using with assessment
Assessment perceptions are reflected a thematic data materials and
Literacy: in their practice. analysis. relevant stakeholders
Indonesian of assessment.
Teachers’ Research questions:
Perceptions and What are EFL teachers’
Classroom perceptions of
Practice assessment?
 To what extent are
teachers’ perceptions
reflected in their
practice?

Article Participants: Objective: To compare In recent decades, classroom qualitative study Formative assessment Further studies are
(Widiastuti et three teachers the dissonance of the EFL assessment has gained more is considered to be a recommended to be conducted
al., 2019) teachers' beliefs and serious attention in education highly effective way to by other researchers to reveal
Country: Level: junior practices of formative because it helps teachers improve find out the students' further findings related to
Indonesia high school assessment across the quality of learning. Therefore, problems in learning. teachers’ formative assessment
Title: different CPD in both local and global contexts, Teachers can make use practices.
Dissonances participation level. researchers and practitioners have of formative
between tried to discover appropriate and assessment results as
Teachers’ Beliefs efficient assessment methods for a basis for teaching
and Practices of measuring and monitoring and learning
Formative students’ progress in learning. improvement.
Assessment in
EFL Classes
Article Participants: Objective: In teacher education programs, Multiple-case study Findings show that While generalization of the
(Yueting Xu and Three preservice Explore pre-service pre-service teachers’ CoAs are Surveys to pre-service teachers’ findings of this case study to
Liyi He, 2019) teachers teachers’ CoA changes found to have changed after they investigate what CoAs have other contexts should be
Country: New over practicum and the start learning to assess. CoAs are like at a experienced a rapid cautious, future research needs
Zeland Level: influential factors of this Importantly, how teachers certain point within change from a to be conducted to understand
Title: How a 4-year English changing process by conceptualize assessment is found the teacher superficial perception how teachers’ CoAs evolve along
Pre-service teacher drawing on three Chinese to influence their uptake of education programs of assessment for their professional trajectory
Teachers’ education prospective teachers’ assessment knowledge and academic through practicum into their first
Conceptions of program at a cases implementation of assessment achievement and few years of teaching.
Assessment university in practices. Despite growing moral character Comparative studies concerning
Change Over China recognition of the importance and development to a how different personal,
Practicum: dynamics of teachers’ CoA, the more comprehensive experiential, and contextual
Implications for processes and patterns of understanding of factors may influence preservice
Teacher preservice teachers’ CoA change varied assessment teachers’ CoA changes in
Assessment during practicum have not been purposes, constructs different school contexts are also
adequately explored. in assessment criteria, needed.
feedback, fairness in
classroom assessment,
and students’
involvement in and
engagement with
assessment
Journal Participants: Objective: Changes in Curriculum lead to Action research was The result shows that It is recommended that
(Jaelani A. & eleven students To prepare EFL pre-service changes in teaching and learning employed where the integration of pre-service teachers are
Umam, A., 2021) of pre-service teachers for curriculum processes as well as new ways to documentation, authentic materials introduced in their learning
Country: teachers 2013 through authentic demonstrate best practices for observation, and authentic process with a wide variety of
Indonesia materials and assessment increasing students’ achievement. questionnaire, and assessment in EFL authentic materials and authentic
Title: Preparing Level: integration The Curriculum 2013 suggests interview were used classroom helped the assessment. This can be done by
EFL pre-service English teachers to use authentic materials to collect the data. students in integrating authentic materials
teachers for Education and requires them to apply understanding the and authentic assessment in the
curriculum 2013 Program at a authentic assessments. It is quite nature and the use of content-based courses and
through university in challenging for English teachers authentic materials skill-based courses in pre-service
authentic Bogor because this condition creates and authentic English teachers’ classroom. They
materials and problems especially for novice assessment for their should also be offered updated,
assessment teachers. Therefore, they need to future needs of attractive, interesting,
integration have prior knowledge and personal profession motivating, and meaningful
experience related to teaching authentic materials to
practice and situation. accommodate the demands of
Curriculum 2013. Exposure to
authentic materials and authentic
assessment to pre-service
teachers in teacher education
program leads to their
competence in using the
approach in their future
professional as a teacher.