The Analysis of Technology-Based Assessment Employed by English Teachers at SMA Negeri 1 Seririt
DOI:
https://doi.org/10.32493/ljlal.v8i2.61403Keywords:
Assessment Challenges, Digital Assessment, English Teacher, Formative Assessment, Technology-Based AssessmentAbstract
Implementation of Technology-Based Assessment (TBA) in classroom assessment practices remains influenced by various pedagogical and contextual factors. There is a need for more context-specific investigations that examine both implementation practices and challenges in authentic educational environments. This study aimed to investigate the implementation of Technology-Based Assessment in English language learning and identify the challenges encountered by teachers during its implementation. Employing a basic qualitative research design, the study was conducted at SMA Negeri 1 Seririt, Bali, Indonesia. Four English teachers participated in the study. Data were collected through document analysis, classroom observations, and semi-structured interviews and were analyzed using data reduction, data display, and conclusion drawing procedures. The findings revealed that teachers implemented Technology-Based Assessment through various digital platforms, including Google Forms, Wayground, Zep Online, Padlet, and Google Classroom. These technologies were primarily utilized for diagnostic and formative assessment purposes to monitor student progress, facilitate feedback, and enhance student engagement. The study also identified several challenges, including academic integrity issues, technical and infrastructure limitations, and concerns regarding assessment validity and reliability. The findings suggest that while TBA offers substantial benefits for supporting learning and assessment processes, its effective implementation requires adequate technological infrastructure, assessment literacy, and balanced integration with conventional assessment approaches to ensure valid and meaningful learning outcomes.
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