Re-conceptualizing Holistic Assessment of Culture-Based Learning of English as a Foreign Language in Higher Education for the 21st-Century Classroom

Aryusmar, Aryusmar and Afifah, Wiwiek (2019) Re-conceptualizing Holistic Assessment of Culture-Based Learning of English as a Foreign Language in Higher Education for the 21st-Century Classroom. International Journal of Information and Education Technology, 9 (11). pp. 795-798. ISSN 2010-3689

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Abstract

Along with the need for assessment of English as a
foreign language learning with cultural focus, some theories in
this field should be re-examined and adapted. Additionally, the
21st- century classroom is also more dynamic thus the
assessment that will be used by the English lecturer must be
well comprehensive. To do this, the new classroom condition of
the 21st-century is used as the basic consideration of learners’
needs. Therefore, the re-conceptualizing holistic assessment for
culture-based English as a foreign language learning should be
based on the integration of the modern assessment such as
self-assessment, peer-assessment, authentic assessment,
classroom assessment, and the objective assessment either
formative and summative assessment. Finally, the
implementation of holistic assessment can be done using online
assessment or web-based assessment in which lecturer can
directly upgrade the existing assessment to be blended model of
assessment

Item Type:	Artikel Umum
Subjects:	L Education > L Education (General)
Depositing User:	wiwiek afifah
Date Deposited:	13 Mar 2023 03:06
Last Modified:	13 Mar 2023 03:06
URI:	http://eprints.uad.ac.id/id/eprint/41072

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