TEACHERS’ CONCEPTIONS AND PRACTICES OF ONLINE FORMATIVE ASSESSMENT IN TEACHING AND LEARNING: THE CASE OF ENGLISH TEACHERS COMMUNITY (MGMP) OF JUNIOR HIGH SCHOOL IN SEMARANG CITY

Listyowati, Wanda. 2021. Teachers’ Conceptions and Practices of Online
Formative Assessment in Teaching and Learning: The Case of English
Teachers Community (MGMP) of Junior High School in Semarang City.
Final Project, English Study Program, Faculty of Language and Arts
Education, Universitas PGRI Semarang. Advisor 1: Dr. Wiyaka, M.Pd.,
Advisor 2: Entika Fani Prastikawati, S.Pd., M.Pd.
Keyword: Assessment, Formative Assessment, Teachers’ Conceptions.
Formative assessment is one type of assessment that is commonly applied in the
teaching and learning process. Adapting to the current COVID-19 pandemic
conditions, the existing formative assessment must be done online. Point to that, for
the practice of online formative assessment, teachers need to adjust the conception
with the online formative assessment in the existing learning environment. This
mixed-method research aimed to determine teachers' conceptions of online
formative assessment, strategies of online formative assessment practices used by
teachers, and the challenges faced by teachers in implementing online formative
assessment in teaching and learning. To collect data, the writer used a closed
questionnaire, observation, and semi-structured interviews. Furthermore, eleven
teachers who were members of the English Teachers Community (MGMP) of
Junior High School in Semarang city participated as samples of this study. These
eleven teachers were selected based on several predetermined conditions; teaching
experience and educational background. The results of this study indicate that the
eleven teachers have good conceptions of online formative assessment in teaching
and learning. In addition, in the practice of online formative assessment, there were
several strategies used by teachers. These strategies include web tools such as
Google Forms, Socrative, Google Docs, Plicker, Quizziz.com, and Kahoot.
Furthermore, in implementing online formative assessment, teachers also face
several challenges such as students' poor internet connection, lack of technology
mastery, the difficulty of choosing the right online formative assessment tools, the
wrong assumptions from the students who considered online formative assessment
as a test, and students' academic dishonesty.