JOURNAL REPORT

The Role of Technology in Promoting Assessment Literacy in ELT

Analyzed by Ikhsan Dinn Islam (7777230003)

Title Exploring TESOL Teachers’ Perceptions of Project-Based Assessment in ELT

Classroom

Journal Name International Journal of Language Education

Year 5 May 2021

Writer Navisatul Izzah

Background The background of the article gives us the backstory to understand what TESOL
teachers think about using project-based assessment in English language
teaching (ELT) classrooms.

1. Assessment Development: It talks about how assessments have

evolved in education. It used to be all about tests, but now we see a
wider view where assessments help teaching and learning in different
ways.

2. Range of Assessments: Nowadays, teachers use all sorts of ways to

check how students are doing, like tests, presentations, essays, and
projects. It's not just about taking exams anymore.

3. Importance of Assessment: Assessments are really important.

Teachers, parents, and even people in charge of schools use them to
figure out how well students are learning and how schools are doing. It
affects what teachers teach and how they teach it.

4. Introduction of Project-Based Assessment: In Indonesia, they started

using project-based assessment in 2016. This was a big change because
it's a different way of grading students. But we don't know a lot about
how well it's working, so it's important to study it more.

So, this background helps us to see, why TESOL teachers might have certain
thoughts about using project-based assessment in ELT classrooms.

Problem The article points out a big issue: There's not enough research on what TESOL
teachers think about using project-based assessment in English language
teaching (ELT) classrooms. While project-based assessment is common in
 science classes, we don't know much about how it's used in ELT classrooms,
especially in Indonesia.

Here's why it's a problem:

1. Lack of Research: There haven't been many studies looking into how
TESOL teachers use project-based assessment. Even though it's used in
other subjects, we need to understand more about its use in English
teaching.

2. New Assessment Methods Introduced: In 2016, the Indonesian

government started using project-based assessment. This was a big
change, but we don't know much about how well it's working or how
teachers feel about it.

3. Importance of Solving the Problem: It's really important to know what

TESOL teachers think about project-based assessment. Understanding
their views can help improve how assessments are done in English
language classrooms. By studying this, we can learn if project-based
assessment helps students learn better and what challenges teachers
face when using it.

In conclusion, the article says we need more research on what TESOL teachers
think about project-based assessment in ELT classrooms, especially in Indonesia.
This research can help us understand if project-based assessment is a good way
to assess students in language classes.

Research Based on what's discussed in the article, it seems like the study is focused on
purposes understanding how TESOL (Teaching English to Speakers of Other Languages)
teachers in Indonesia view project-based assessment in their English language
classrooms. Here's a simpler breakdown of what the study aims to achieve:

Purpose of the Study:

1. Understanding Teachers' Thoughts: The main aim is to figure out what

TESOL teachers in Indonesia think about using project-based assessment
in their English classes. The researchers want to know their opinions,
experiences, and any challenges they face with this type of assessment.

2. Identifying Knowledge Gaps: The study also wants to fill in the gaps in
what we know about using project-based assessment in English
teaching. By listening to TESOL teachers, they hope to add new
information to what's already known about assessing English learners.

3. Research Method: They're using a method called qualitative case study

to really delve into what TESOL teachers in Surabaya think about
project-based assessment. This means they're doing interviews to get
detailed insights from teachers.
 4. Implications for Teaching: The study also wants to give suggestions for
future research and teaching practices based on what they find. They
hope their findings will help improve how English is taught and assessed
in the future.

In simple terms, the study is all about finding out what TESOL teachers think
about using project-based assessment in English classes in Indonesia. They want
to learn from teachers' experiences and use that knowledge to make teaching
English better in the future.

Previous Research What are the main findings from previous research related to this topic?

Based on the information provided in the PDF file "Paper 3.pdf," here are some
of the main findings from previous research related to how TESOL teachers
perceive project-based assessment in English language teaching (ELT)
classrooms:

1. Assessment Development:

“(Mayrath, Clarke-Midura, Robinson, & Schraw, 2011)Following the

development, there is currently a wider range of assessments used than
a few decades ago; classroom assessment, oral assessment, written
examination, standardized test, portfolio, task-based assessment,
project-based assessment, and technology-based assessment.
Assessment, as the heart of education (the Task Group on Assessment
and Testing [TGAT] report has taken on a high profile and serve a wide
range of purposes (Gipps, 1994): teachers and parents often use the
information as the parameter of students’ academic strengths and
weaknesses, communities make a judgment of educational systems
according to this, policymakers determine whether the school are up to
scratch and it therefore also impacts on curriculum and pedagogy. These
new forms and range of purposes for assessment indicate that
assessment continues to develop as the paradigm always shifts following
the era.”

From the quote the article above, I can conclude that

Research in the assessment field shows that assessment practices have

changed over time. We've moved away from just traditional tests and
exams to a broader model of assessment that includes things like
ongoing assessment, getting students engaged, and using methods like
project-based assessment. Assessments now have multiple goals, like
helping teachers teach better, improving student learning, and making
sure students are accountable.
2. Purpose of Assessment:

“Cheng et. al. research study (2007) stated that the findings indicate that
the purpose of classroom assessment from one country to another tends
to be different according to the instructors and the contexts. In their
research, they further identified that the instructors in Canada conduct
assessments to monitor the students’ development and formally grade
the students (Cheng, et.al., 2007). In Hongkong, it appears that the
instructors conduct an assessment to formally document the students
learning (Cheng, et.al., 2007). Meanwhile, in China, teachers conduct
assessments to prepare students for a standardized tests (Cheng, et.al.,
2007). Accordingly, the purposes of these assessments influence the way
teachers do the assessment; whether the assessments are in the form of
projects, oral presentations, or tests.”

It mean that Previous studies have found that the reasons for doing
assessments in English as a Foreign Language (EFL) classes can be
different depending on the teacher and the situation. Some teachers use
assessments to keep track of how students are doing, give them grades,
record their learning progress, or get them ready for standardized tests.
The reasons teachers assess students affect how they assess them,
whether it's through projects, presentations, or tests.

3. Teacher Perceptions:

“According to the Conceptions of Assessment Inventory (COA-III), there

are four common teachers’ perceptions toward assessment practices.
These conceptions were further used in several studies (such as in Brown
& Hirschfeld, 2005; Peterson & Irving, 2008) as the theoretical
framework for their research about students’ perceptions of assessment
practices. The first concept is about assessment as a tool to improve
teaching practices and enhance students’ learning. Second, assessment
is used for students’ accountability. Third, assessment is closely related
to the schools’ accountability. Fourth, assessment could be irrelevant to
teaching and learning.”

It mean that Research suggests that TESOL teachers generally like using
project-based assessment in their ELT classrooms. They think it's great
because it helps students solve problems, work with others, and develop
their characters. Teachers feel project-based assessment lets them
assess many language skills at once and gives them insights into
students' personalities and how they work together.
 4. Influence of Students: Studies have shown that students have a big
impact on the assessments teachers choose. Teachers consider things
like students' personalities, what they believe, what the school expects,
and what the curriculum says when they pick assessment methods. This
shows that teachers focus on what's best for their students when they
decide how to assess them.

5. Gap in Research:

“Many alternative assessment methods are currently widely known,

including project-based assessment. Project-based assessment is
defined by the Indonesian Ministry of Education and Culture (2016) as
an assessment method that aims to measure students’ skills through
applying their knowledge to a project in a given time frame.
Furthermore, this assessment method can be used to measure more
than one basic competence in several different subjects at once. In other
words, teachers can work with other colleagues to conduct a project-
based assessment. For example, TESOL teachers can collaborate with
science teachers in assigning the students to make a report (in English)
about students’ observations towards an ecosystem at school.”

Its mean that Previous research has found that there's not enough study
on project-based assessment in ELT classrooms, especially in Indonesia.
There aren't many scholarly works that look at using project-based
assessment in ELT settings, so we need more research to understand
how teachers feel about it, what their experiences are, and what
challenges they face. We need to learn more to see if project-based
assessment is effective and what it means for ELT classrooms.

In my conclusion, past research on how TESOL teachers see project-based

assessment in ELT classrooms has shown the importance of focusing on students
in assessment, how students influence teachers' choices, and why we need more
study on project-based assessment in ELT settings.

Research methods The article explains the research methods used in the study about TESOL
teachers' views on project-based assessment in ELT classrooms. Here's a
breakdown of those methods:

1. Qualitative Case Study: The study used a qualitative case study method
to deeply understand what TESOL teachers think about project-based
assessment in ELT classrooms. This approach is great for exploring
teachers' beliefs and practices because it lets researchers focus on
specific cases and contexts, giving detailed insights.

2. Data Collection Tools: The main way researchers collected data was
through semi-structured interviews. These interviews are common in
 qualitative research, especially when looking at how teachers see
assessment practices. They allow for detailed information gathering and
give participants the freedom to explain their experiences and thoughts.

3. Interview Guide: To make sure the interviews stayed focused on the

topic, researchers used a semi-structured interview guide. They
prepared questions to cover specific issues related to TESOL teachers'
views on project-based assessment in ELT classrooms. Using this guide
ensured that the research stayed on track while still letting participants
share their thoughts openly.

By using a qualitative case study method and doing semi-structured interviews,

the study aimed to thoroughly explore what TESOL teachers think about project-
based assessment in ELT classrooms. These methods helped researchers gather
detailed qualitative data and understand how teachers view and use project-
based assessment in their teaching.

Object of research The object of research in the study outlined in the article is to explore TESOL
teachers' perceptions of project-based assessment in ELT classrooms. The
specific focus of the research is on understanding how TESOL teachers perceive
the use of project-based assessment in their classrooms. The primary objective
is to investigate the following research question:

"How do TESOL teachers perceive the use of project-based assessment in their

classroom?"

By focusing on this research question, the study aims to uncover insights into
TESOL teachers' perspectives, experiences, and attitudes towards project-based
assessment as an assessment method in ELT contexts. The object of research is
to gain a deeper understanding of how teachers conceptualize and implement
project-based assessment, as well as to explore the value they attribute to this
assessment approach in their teaching practices.

Through qualitative case study methodology and semi-structured interviews,

the research seeks to capture the nuanced views of TESOL teachers regarding
project-based assessment, including their beliefs, challenges, and the impact of
this assessment method on student learning outcomes. By examining teachers'
perceptions, the study aims to contribute valuable insights to the field of ELT
assessment and provide recommendations for enhancing the use of project-
based assessment in TESOL classrooms.

Research result The research findings from the study outlined in the article regarding TESOL
teachers' perceptions of project-based assessment in ELT classrooms include the
following key points:
 1. Value of Project-Based Assessment: TESOL teachers really like using
project-based assessment in their classes. They see it as beneficial for
students' problem-solving skills, teamwork, and character development,
despite facing some challenges.

2. Challenges Faced: While teachers see the benefits of project-based

assessment, they also encounter difficulties in putting it into practice.
Issues like lack of time, logistical problems, and the need for more
support and resources make it challenging to use this assessment
method effectively.

3. Implications for Teaching: The study suggests that providing teachers

with professional development opportunities, encouraging
collaborative planning, and offering ongoing support are crucial for
successfully implementing project-based assessment. Addressing these
challenges could improve how project-based assessment is used in ELT
classrooms.

4. Future Research Directions: Based on the findings, the study suggests

areas for further research. This includes looking into how effective
project-based assessment is, finding strategies to overcome
implementation challenges, and understanding its impact on student
learning. More research is needed to better support the use of project-
based assessment in TESOL classrooms.

Overall, the research results offer insights into how TESOL teachers view project-
based assessment in ELT classrooms. They highlight its benefits, the challenges
teachers face, and ways to improve its implementation. These findings can help
educators, policymakers, and researchers enhance assessment practices in
language education.

Advantages of The research study outlined in the article on TESOL teachers' perceptions of
research project-based assessment in ELT classrooms has several advantages:

1. In-Depth Understanding: The use of qualitative case study methodology

allowed for a thorough exploration of TESOL teachers' views on project-
based assessment. Through interviews, the study gained detailed
insights into teachers' beliefs and experiences with this assessment
method.

2. Valuable Insights: The study provided valuable insights into the benefits
and challenges of using project-based assessment in ELT classrooms. By
understanding teachers' perspectives, it shed light on how this approach
can improve student learning and foster collaboration.
 3. Practical Implications: The research findings offered practical
implications for educators, teacher associations, and school
administrators. By identifying challenges and suggesting support
strategies, such as professional development and collaborative
planning, the study can help improve assessment practices in schools.

4. Contribution to the Field: The study addressed a gap in the literature by

focusing on TESOL teachers' perceptions of project-based assessment,
particularly in the Indonesian context. By adding to the existing
knowledge on assessment practices in language education, the study
contributes to the field of ELT assessment.

5. Recommendations for Further Research: The research study identified

areas for future research, such as assessing the effectiveness of project-
based assessment and exploring its impact on student learning
outcomes. These recommendations provide a roadmap for future
studies in this area.

Overall, the research study provides a comprehensive understanding of TESOL

teachers' perceptions of project-based assessment in ELT classrooms and offers
valuable insights for improving assessment practices in language education.

Discussion /
Recommendations

Key point The main points of the research study outlined in the article on TESOL teachers'
perceptions of project-based assessment in ELT classrooms are:

1. Introduction of Project-Based Assessment: The study discusses the

introduction of project-based assessment in Indonesia in 2016 and the
lack of research on how TESOL teachers use this method. It emphasizes
the need to understand teachers' views and experiences with project-
based assessment in ELT classrooms.

2. Research Methodology: The research used a qualitative case study

approach to deeply explore TESOL teachers' perceptions of project-
based assessment. By interviewing four ELT teachers in Surabaya, the
study aimed to uncover their perspectives, experiences, and attitudes
toward project-based assessment.

3. Teachers' Positive Views: The findings showed that TESOL teachers

generally have positive views about using project-based assessment.
They see it as beneficial for improving teaching, enhancing student
 learning, and promoting collaboration and character development
among students.

4. Challenges Faced by Teachers: Despite their positive views, TESOL

teachers faced challenges in implementing project-based assessment.
Issues like limited time, logistical problems, and the need for more
support hindered their ability to integrate project-based assessment
effectively.

5. Implications for Practice: The study suggests practical implications for

educators, teacher associations, and school administrators based on its
findings. Recommendations include providing professional
development, fostering collaborative planning, and offering ongoing
support to help teachers overcome challenges and successfully use
project-based assessment.

6. Contribution to the Field: The research contributes valuable insights to

the field of ELT assessment by filling a gap in knowledge about TESOL
teachers' perceptions of project-based assessment. By exploring
teachers' perspectives, the study enriches our understanding of
assessment practices in language education and lays the groundwork for
future research in this area.

Overall, the research study highlights the importance of understanding TESOL

teachers' views on project-based assessment, addressing challenges in
implementation, and suggesting ways to support teachers in using this
assessment method effectively in ELT classrooms.

Additional question analysis in SPADA

1. Why did you take the related literature?
The inclusion of related literature in research
studies serves several important purposes:
1. Contextualization: By reviewing existing
literature, researchers can place their study
within the broader context of previous
research and theoretical frameworks. This
helps establish the relevance and
significance of the current study in relation
to the existing body of knowledge 2.
2. Gap Identification: Reviewing related
literature allows researchers to identify
gaps, inconsistencies, or areas where
further research is needed. This process
helps define the research problem,
research questions, and objectives of the
study by building on existing knowledge
and addressing unanswered questions 2.

2. what are the findings of the research
3. Theoretical Framework: Literature review
helps researchers develop a theoretical
framework for their study by drawing on
established theories, concepts, and models
from previous research. This theoretical
foundation guides the research design, data
analysis, and interpretation of findings 2.
4. Methodological Guidance: Previous
studies in the literature can provide
insights into research methodologies, data
collection techniques, and analytical
approaches that have been successful in
similar studies. Researchers can learn from
methodological strengths and limitations
of previous research to inform their own
study design 2, 7.
5. Supporting Evidence: Literature review
provides supporting evidence for the
research hypotheses, research questions,
and interpretations of findings. By citing
relevant literature, researchers
demonstrate the credibility and validity of
their study findings 2.
In summary, taking related literature into account
in research studies is essential for providing
context, identifying gaps, establishing theoretical
frameworks, guiding methodology, and supporting
the research findings. It helps situate the study
within the existing knowledge landscape and
contributes to the overall rigor and quality of the
research.
The findings of the research study on TESOL
teachers' perceptions of project-based assessment
in ELT classrooms include:
1. Positive Views: The study revealed that
the TESOL teachers involved in the
research expressed overall satisfaction and
happiness with the use of project-based
assessment in their English language
teaching classrooms. They highlighted the
benefits of project-based assessment in
terms of student engagement, skill
development, and collaborative learning
experiences 11.
2. Value of Project-Based Assessment:
Teachers emphasized that project-based
assessment allowed them to assess
multiple language skills simultaneously
and provided opportunities for students to
work on real-world tasks, enhancing their
 critical thinking and teamwork skills. The
teachers found value in observing students'
character development and collaborative
abilities through project-based
assessment 11.
3. Factors Influencing Assessment Practices:
The study identified various factors that
influenced teachers' selection of
assessment methods, including student
characteristics, personal beliefs,
institutional requirements, and curriculum
considerations. Teachers prioritized
student factors as the primary influence on
their assessment practices 11.
4. Challenges Faced: Despite the positive
perceptions of project-based assessment,
teachers also encountered challenges in
implementing this assessment method.
Issues such as time constraints, logistical
difficulties, and the need for additional
support were reported as barriers to
effective integration of project-based
assessment in ELT classrooms 5, 2.
5. Implications for Practice: The research
findings have practical implications for
educators, teacher associations, and school
administrators. Recognizing the positive
views of teachers towards project-based
assessment, the study suggests providing
professional development opportunities,
collaborative planning initiatives, and
ongoing support to help teachers overcome
challenges and successfully implement
project-based assessment in ELT
classrooms 2.
6. Limitations and Future Research: The
study acknowledges the limitations of its
findings being context-specific and non-
transferable. However, it suggests that the
research can serve as a foundation for
further studies in the field of ELT
assessment, particularly focusing on
teachers' perceptions and practices related
to project-based assessment 11.
Overall, the research findings highlight the positive
perceptions of TESOL teachers towards project-
based assessment, the factors influencing their
assessment practices, the challenges they face in
implementation, and the implications for
enhancing assessment practices in ELT
classrooms.
3. write down the expected findings in your In a research study exploring TESOL teachers'
research which is not stated in your research perceptions of project-based assessment in ELT
classrooms, some expected findings that were not
explicitly stated in the provided research include:
1. Differential Perceptions: It is expected that
TESOL teachers may have varying
perceptions of project-based assessment
based on factors such as teaching
experience, educational background, and
familiarity with alternative assessment
methods. Some teachers may embrace
project-based assessment enthusiastically,
while others may express reservations or
skepticism towards its effectiveness 14.
2. Student Feedback: An expected finding
could be the inclusion of student feedback
on project-based assessment.
Understanding how students perceive this
assessment method, their level of
engagement, and the impact on their
learning experiences can provide valuable
insights into the effectiveness of project-
based assessment from the student
perspective 14.
3. Professional Development Needs: It is
anticipated that TESOL teachers may
express a need for additional professional
development opportunities to enhance
their understanding and implementation of
project-based assessment. Identifying
specific areas where teachers require
support and training can inform future
professional development initiatives in the
field of ELT assessment 14.
4. Integration with Curriculum: Expected
findings could include insights into how
TESOL teachers integrate project-based
assessment with existing curriculum
requirements and learning objectives.
Understanding the alignment between
project-based assessment tasks and
curriculum goals can shed light on the
effectiveness of this assessment method in
promoting language learning outcomes 14.
5. Long-Term Impact: An expected finding
could be an exploration of the long-term
impact of project-based assessment on
students' language proficiency, critical
thinking skills, and overall academic
performance. Assessing the sustained

4. some similarities and differences between the Some similarities and differences between the
previous related literature
benefits of project-based assessment
beyond the immediate classroom context
can provide valuable data on its
effectiveness as an assessment tool in ELT
settings 14.
By considering these expected findings in the
research study, a more comprehensive
understanding of TESOL teachers' perceptions of
project-based assessment in ELT classrooms can
be achieved, leading to insights that contribute to
the ongoing development and improvement of
assessment practices in language education.
previous related literature on assessment practices
and the findings of the research study on TESOL
teachers' perceptions of project-based assessment
in ELT classrooms are as follows:
Similarities:
1. Focus on Teacher Perceptions: Both the
related literature and the research study
emphasize the importance of
understanding teachers' perceptions
towards assessment practices. They
highlight the role of teachers in shaping
assessment approaches and the impact of
these perceptions on student learning
outcomes 2, 1.
2. Value of Alternative Assessment Methods:
Both sources recognize the value of
alternative assessment methods, such as
project-based assessment, in promoting
student engagement, skill development,
and collaborative learning experiences.
They highlight the benefits of moving
away from traditional testing and
examination culture towards more holistic
assessment approaches 1, 2.
3. Emphasis on Student-Centered
Approaches: The literature and the
research study both underscore the
significance of student-centered
approaches in assessment practices. They
acknowledge the importance of
considering student characteristics,
learning styles, and collaborative abilities
in designing effective assessment
methods 10, 2.
Differences:
1. Contextual Focus: The related literature
provides a broader overview of assessment
 practices and trends in education, while the
research study specifically focuses on
TESOL teachers' perceptions of project-
based assessment in ELT classrooms in
Indonesia. This contextual difference
influences the depth and specificity of the
findings 1, 2.
2. Methodological Approach: The related
literature presents theoretical frameworks
and general trends in assessment practices,
while the research study employs a
qualitative case study methodology to gain
in-depth insights into teachers' perceptions
and practices related to project-based
assessment. This methodological
difference impacts the depth of
understanding and the specificity of the
findings 1, 2.
3. Practical Implications: While the related
literature discusses theoretical concepts
and trends in assessment practices, the
research study focuses on practical
implications for educators, teacher
associations, and school administrators
based on the specific findings related to
project-based assessment in ELT
classrooms. This difference highlights the
application of research findings in
educational settings 11, 2.
By considering these similarities and differences
between the previous related literature and the
research study findings, a comprehensive
understanding of assessment practices, teacher
perceptions, and the implementation of project-
based assessment in ELT classrooms can be
achieved.