STUDENTS’ PERCEPTIONS OF DIGITAL FORMATIVE ASSESSMENT: EVIDENCES FROM INDONESIAN EFL CLASSROOMS

The advance of technology in this modern era has led teachers to make use of electronic devices in their teaching practices, including in formative assessment process. Despite several benefits it has to offer, however, it is considerably essential that students’ perceptions be explored to gauge the effectiveness of such assessment technique. This study examines how students perceive digital formative assessment and what challenges they encounter when taking online English exams. Conducted in the context of Indonesian university EFL classrooms, this study adopted a mixed-method approach. EFL students (N=125) were recruited to complete an online questionnaire, adapted from Saleh Alharbi, et al (2021), regarding their perceptions of digital formative assessment, which was then analysed using IBM SPSS 12 software. The students (N=25) were invited to voluntarily participate in a focus-group discussion to explore challenges they encounter when taking online English exams, which was analysed using NVivo 12 Pro Software. Quantitative data findings gained from the questionnaire showed a different value in each variable; perceived usefulness (M=13.69), perceived self-efficacy (M=10.18), and perceived risk of cheating (M=10.55). Meanwhile, the qualitative data obtained from group discussion reported a variety of hinderances faced by students in online exams including limited internet connection, lack of digital literacy, and unavailability of electronic devices. Despite some limitations, this study provides us with some pedagogical implications including the necessity to provide students with some supports (i.e. online test trainings, internet connectivity aids, and digital tool provision) to minimize challenges they potentially encounter when participating in online English exams.