Adaptive Assessment Model in Online Teaching Practices for English Teacher Education Programs
- DOI
- 10.2991/assehr.k.211129.011How to use a DOI?
- Keywords
- Assessment; Evaluation; Blended Learning; E-Learning; Teacher Education
- Abstract
This study aimed to design an assessment model in response to the enactment of policies regarding the use of E-learning at all educational institutions including English teacher education programs. The policies are considered rather fresh but have a very broad fundamental impact on the quality of teaching and learning, especially at English teacher education programs. The lack of accommodating assessment guidelines is exclusively important to be paid serious attention to as it is directly related to achieving the desired learning outcomes. Therefore, the study and development of an appropriate and practical model like this are needed for an assessment reference or guideline that is not fixated on conventional teaching methods but is adaptive to the use of technological innovations as indicated by policies regarding the employment of E-learning at teacher education programs. This is an effort to improve the quality of teaching and learning that is more applicable and contextual to support the transition of learning modes and styles that adopt technological innovations at teacher education programs, particularly with the presence of Covid-19 which has urged all to transition to online teaching and learning. RCFES (Reflective, Collaborative, Formative, E-Portfolio, Summative) model is expected to contribute further to the development of a more widely usable adaptive assessment model or framework for online teaching and learning.
- Copyright
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Salam Mairi AU - Nur Rosita AU - Nora Fudhla PY - 2021 DA - 2021/11/30 TI - Adaptive Assessment Model in Online Teaching Practices for English Teacher Education Programs BT - Proceedings of the Tenth International Conference on Languages and Arts (ICLA 2021) PB - Atlantis Press SP - 56 EP - 65 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211129.011 DO - 10.2991/assehr.k.211129.011 ID - Mairi2021 ER -