EFL Teachers' Perceptions towards the Implementation of Performance-Based Assessment in Assessing Students' Speaking Ability

摘要

In implementing Performance-Based Assessment (PBA), teachers should have sufficient knowledge and skills to avoid potential bias of scoring which can lead to less objective and unreliable results of assessment. Yet, how teachers conduct and administer this method of assessment might be conditional in the real implementation. Hence, this study aims to find out the EFL teachers' beliefs and experiences in implementing PBA as well as their perception towards the concept of how to plan and execute effective PBA. To investigate the issue, this study used qualitative research method specifically case study research design which employed questionnaires, in-depth interviews and classroom observations to collect the data. Twenty secondary-school teachers responded to the questionnaires, three teachers were selected into interviews and classroom observations were conducted in two secondary schools in Bandung and Cimahi. The results revealed that teachers believe PBA has positive impact on students because it can create valuable learning experience, represent the students' speaking ability, and contribute to the betterment of students' speaking skills. In the implementation, some teachers were able to design scaling criteria and assess students' performance based on the criteria. However, they pointed out that the criteria are inadequate to diminish subjectivity particularly toward students' group performance. They also still encountered difficulties in managing individual feedback for students.