•  
  •  
 

REID (Research and Evaluation in Education)

Keywords

agentive perspectives; projection; teacher-based assessment; teacher agency

Document Type

Article

Abstract

This study explores four primary English teachers' agentive perspectives about assessment in their schools. Given the challenges brought by the abolition of International Standard School (ISS), the changed status of the school, and the exclusion of English from the 2013 National Education Curriculum (NEC), a teacher-based assessment was the only solution to the unavailability of assessment guidelines and the unsuitability of assessment materials and methods. Employing teacher agency theory, this study examines the agentive sides of the teachers' perspectives as they would represent the teachers' strategic solutions toward the school's emerging problems. The teacher-based assessment was expected to accommodate the school's context, the students, and the subject taught. This instrumental case study's data was collected through semi-structured interviews and focus group discussion, which was then analyzed through six phases of thematic analysis and by employing nVivo12 software. The study indicates that the challenges brought by the changed educational policies reinforced collaborative work amongst the teachers. The teachers' perspectives also represent their agentive projections toward English language assessment which was heavily shaped by the teachers' previous assessment experiences during ISS and their ultimate teaching objectives. The findings are expected to provide insightful knowledge about how English teachers responded to shifted educational policies and projected to accommodate the school's specific contexts of assessment. The findings are also expected to explain how people's perspectives can be examined from an agency perspective.

Page Range

35-45

Issue

1

Volume

7

Digital Object Identifier (DOI)

10.21831/reid.v7i1.38850

Source

https://journal.uny.ac.id/index.php/reid/article/view/38850

References

Azevedo, R., Johnson, A., Chauncey, A., & Burkett, C. (2010). Self-regulating learning with MetaTutor: Advancing the science of learning with MetaCognitive tools. In M. S. Khine & I. M. Saleh (Eds.), New science of learning: Computers, cognition, and collaboration in education. https://asu.pure.elsevier.com/en/publications/selfregulated-%0Alearning-with-metatutor-advancing-the-science-of-l

Bachman, L. F. (2002). Some reflections on task-based language performance assessment. Language Testing, 19(4), 453-476. https://doi.org/10.1191/0265532202lt240oa

Biesta, G., & Tedder, M. (2007). Agency and learning in the life course: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 131-149. https://doi.org/10.1080/02660830.2007.11661545

Black, P., & William, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(5), 31. https://link.springer.com/article/10.1007/s11092-008-9068-5

Braun, V., & Clarcke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30(1), 3-12. https://doi.org/10.1111/j.1745-3992.2010.00195.x

Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teachers and Teaching, 21(6), 700-719. https://doi.org/10.1080/13540602.2015.1044329

Campbell, C. M., & O'Meara, K. (2014). Faculty agency: Departmental contexts that matter in faculty career. Res High Educ, 55, 49-74. https://doi.org/10.1007/s11162-013-9303-x

Cheng, L., Andrews, S., & Yu, Y. (2010). Impact and consequences of school-based assessment (SBA): Students' and parents' views of SBA in Hong Kong. Language Testing, 28(2), 221-249. https://doi.org/10.1177/0265532210384253

Chisholm, J., Alford, J., Halliday, L., & Cox, F. (2019). Teacher agency in English language arts teaching: A scoping review of the literature. English Teaching: Practice & Critique, 18(2), 124-152. https://doi.org/10.1108/ETPC-05-2019-0080

Coleman, H. (2011). Allocating resources for English: The case of Indonesia's English medium in international standard schools. In H. Coleman (Ed.), Dreams and realities: Developing countries and the English langauge. The British Council. https://www.researchgate.net/publication/313576556_Allocating_resources_for_Engli%0Ash_The_case_of_Indonesia's_English_medium_International_Standard_Schools

Collins, H. (2010). Creative research: The theory and practice of research for the creative industries. AVA Academia.

Creswell, J. W. (2014). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Pearson.

Damarjati, D. (2013, April 10). Mendikbud belum putuskan status sekolah kategori mandiri pasca RSBI. Detik News. http://news.detik.com/read/2013/01/13/131732/

Davison, C. (2019). Using assessment to enhance learning in English language education. In Second handbook of English language teaching (pp. 433-454). Springer. https://doi.org/10.1007/978-3-030-02899-2_21

Dunlea, J., Fouts, T., Joyce, D., & Nakamura, K. (2020). EIKEN and TEAP: How two test systems in Japan have responded to different local needs in the same contexts. In L. I-. Su, C. J. Weir, & J. R. W. Wu (Eds.), English language proficiency testing in Asia: A new paradigm bridging lobal and local contexts. Routledge.

Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962-1023. https://www.jstor.org/stable/pdf/10.1086/231294.pdf?refreqid=excelsior%3A11085527158b64c5f26989ebfc406102.

Farmasari, S. (2020). Exploring teacher agency through English language school-based assessment: A case study in an Indonesian primary school [Queensland University of Technology]. https://eprints.qut.edu.au/205615/

Ho, E. (2006). Social disparity of family involvement in Hong Kong. School Community Journal, 16(2), 7-26. https://www.fed.cuhk.edu.hk/~hkcisa/articles/Ho_2006_Soc_Disparity.pdf

Janssens, G., & Meier, V. (2013). Establishing placement test fit and performance: Serving local needs. Colombian Applied Linguistics Journal, 15(1), 100-112. https://doi.org/10.14483/udistrital.jour.calj.2013.1.a07

Jerald, G., & Shah, P. M. (2018). The impact of CEFR-aligned curriculum in the teaching of ESL in Julau District: English teachers' perspectives. International Journal of Innovative Research and Creative Technology, 4(6), 121-125. https://www.ijirct.org/viewPaper.php?paperId=IJIRCT1801023

Kustulasari, A. (2009). The international standard school project in Indonesia: A policy document analysis [Ohio State University]. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242851740

Lalani, S. S., & Rodriguesa, S. (2012). Teachers' perception and practice of assessing the reading skills of young learners: A study from Pakistan. Journal on English Language Teaching, 2(4), 23-33. https://doi.org/10.26634/jelt.2.4.2068

Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education2, 21(8), 899-916. https://doi.org/10.1016/j.tate.2005.06.003

Lumbanraja, S. (2009). Expanding international education in Indonesia: An analytical map of government and NGO construction of education policy. University of Pittsburg.

Mahyuni, M., Farmasari, S., & Harmayani, H. (2010). Tingkat kelayakan tes Bahasa Inggris SD buatan guru di Kota Mataram.

Novotný, P., & Brücknerová, K. (2014). Intergenerational learning among teachers: An interaction perspective. Studia Paedagogica, 19(4), 27-40. https://doi.org/10.5817/SP2014-4-3

Priestley, M., Biesta, G. J. J., & Robinson, S. (2015). Teacher agency: What it is and why it matters. In R. Kneyber & J. Evers (Eds.), Flip the system: Education from the bottom up (pp. 134-148). Routledge.

Priestley, M., Biesta, G. J. J., & Robinson, S. (2016). Teacher agency: An ecological approach. Bloomsbury. http://ebookcentral.proquest.com/lib/qut/detail.action?docID=2146745.

Rosser, A., & Curnow, J. (2014). Legal mobilisation and justice: Insights from the Constitutional Court case on international standar school in Indonesia. The Asia Pacific Journal of Anthropology, 15(4). https://doi.org/10.1080/14442213.2014.916341

Rubin, J. C., & Land, C. L. (2017). This is English class: Evolving identities and a litercy teacher's shifts in practice accross figured worlds. Teaching and Teacher Education, 68, 190-199. https://doi.org/10.1016/j.tate.2017.09.008

Sachs, J. (2016). Teacher professionalism: Why are we still talking about it. Teachers and Teaching, 22(4), 413-425. https://doi.org/10.1080/13540602.2015.1082732

Saefurrohman, S., & Balinas, E. S. (2016). English teachers classroom assessment practices. International Journal of Evaluation and Research in Education, 5(1), 82-92. http://doi.org/10.11591/ijere.v5i1.4526

Sakhiyya, Z. (2011). Interrogating identity: the International Standard School in Indonesia. Culture & Society, 19(3), 345-356. https://doi.org/10.1080/14681366.2011.607841

Silverman, D. (2016). Qualitative research. SAGE Publications.

Simpson, A. (2017). Teachers negotiating professional agency through literature-based assessment. Literacy, 51(2), 111-119. https://doi.org/10.1111/lit.12114

Smagorinsky, P., Wilson, A. A., & Moore, C. (2011). Teaching grammar and writing: A beginning teacher's dilemma. English Education, 43(3), 262-292. https://www.jstor.org/stable/23017093?seq=1#metadata_info_tab_contents

Soepriyanti, H. (2004). Bilingual education in international standard school in Indonesia: An analysis of policy [The University of Sunshine Coast]. http://research.usc.edu.au/vital/access/manager/Repository/usc:13218

Stritikus, T. T. (2003). The interrelationship of beliefs, context, and learning: The case of a teacher reacting to language policy. Journal of Language, Identity & Education, 2(1), 29-52. https://doi.org/10.1207/S15327701JLIE0201_2

Sulistiyo, U., Haryanto, E., Widodo, H. P., & Elyas, T. (2020). The portrait of primary school English in Indonesia: Policy recommendations. Education 3-13, 48(8), 945-959. https://doi.org/10.1080/03004279.2019.1680721

Sundusiyah, A. (2011). Teachers in international standard schools: What is missing? What can be improved? What does it take in education counts? In A. Sakhiyya, A. Arsana, & R. Mikha (Eds.), The contribution of Indonesian students studying overseas for education in Indonesia. Insight Media.

Terosky, A., O'Meara, K., & Campbell, C. (2014). Enabling possibility: Women associate professors' sense of agency in career advancement. Journal of Diversity in Higher Education, 7, 58-72. https://doi.org/10.1037/a0035775

Vaughn, M., & Faircloth, B. S. (2011). Understanding teacher visioning and agency during literacy instruction. In P. L. Dunston, L. B. Gambrell, K. Headley, S. K. Fullerton, P. M. Stecker, V. R. Gilles, & C. Bates (Eds.), 60th Yearbook of the literacy research association (pp. 156-164). Literacy Research Association. https://tigerprints.clemson.edu/cgi/viewcontent.cgi?article=1020&context=ed_human_%0Advlpmnt_pub

Verberg, C. P. M., Tigelaar, D. E. H., Veen, K., & Verloop, N. (2016). Teacher agency within the context of formative teacher assessment: An in-depth analysis. Educational Studies, 42(5), 534-552. https://doi.org/10.1080/03055698.2016.1231060

Webb, N. L. (2002). Assessment literacy in a standards-based urban education setting. The American Educational Research Association Annual Meeting, 1-23. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.573.676&rep=rep1&type=pdf

Willis, J. (2011). Affiliation, autonomy and assessment for learning. Assessment in Education: Principles, Policy & Practice, 18(4), 399-415. https://doi.org/10.1080/0969594X.2011.604305

Yan, X., Zhang, C., & Fan, J. J. (2018). €œAssessment knowledge is important, but...€: How contextual and experiential factors mediate assessment practice and training needs of language teachers. System, 74. https://doi.org/10.1016/j.system.2018.03.003.

Yan, Z., & Cheng, E. C. K. (2015). Primary teachers' attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45, 128-137. https://doi.org/10.1016/jt.tate.2014.10.002

York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership?: Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316. https://doi.org/10.3102/00346543074003255

Zein, M. S. (2017). Professional development needs of primary EFL teachers: Perspectives of teachers and teacher educators. Professional Development in Education, 43(2), 293-313. https://doi.org/10.1080/19415257.2016.1156013

Share

COinS