Assessing Arabic Teachers’ Assessment Methods in Evaluating Students’ Literacy
- https://doi.org/10.2991/assehr.k.220104.030How to use a DOI?
- Arabic; Assessment; Online Learning; Language Skills; Literacy
Learning Arabic online during the COVID-19 pandemic is full of challenges. Educators are required to be selective in choosing assessment methods relevant to the four Arabic language competencies and suitable for use online. This study aims to determine the online assessment methods and assessment media used by Arabic language teachers to evaluate their students’ literacy in Arabic learning. This research is survey research. This study involved 87 Arabic teachers from 45 Public Madrasah Aliyah (Islamic Public Senior High School) in South Kalimantan. Data collection techniques used in this study were questionnaires and interviews. The data from close-ended questionnaires were analyzed and presented in descriptive methods. The data from open-ended was analyzed by reviewing each response, discovering themes in the verbatim statement, coding, and grouping the topics. The results of this study indicate that the assessment methods most often used by teachers are multiple-choice, true-false, short answer, and performance. The assessment method most students respond to is multiple-choice, true-false, and short answers. The assessment methods that students respond to the least are performance, products, interviews, and short answers.
- © 2022 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 - Agus Riwanda AU - Syahabuddin Nor AU - Muhammad Ridha AU - Muhammad I. Islamy PY - 2022 DA - 2022/01/13 TI - Assessing Arabic Teachers’ Assessment Methods in Evaluating Students’ Literacy BT - Proceedings of the International Conference on Madrasah Reform 2021 (ICMR 2021) PB - Atlantis Press SP - 198 EP - 206 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220104.030 DO - https://doi.org/10.2991/assehr.k.220104.030 ID - Riwanda2022 ER -