Assessment Model Implemented in Learning Gallery to Teach Cross Cultural Understanding for EFL Learners
Keywords:
Assessment model, learning gallery technique, Cross Cultural Understanding
Abstract
In response to one of the demands for EFL learners to have cross cultural competence mainly on cultures of English speaking countries, this article describes assessment model implemented in Learning Gallery technique to teach Cross Cultural Understanding. Learning Gallery as one of the innovative ways of teaching content courses with an abundant coverage of materials proves to be able to help learners to be competent in some topics of cultures. This fact has been proved by implementing assessment model, namely Student-Self Test and Teacher-Made Test. The result of this study reveals that such an assessment model brings about improving the students’ cross cultural competence and leads them to be more independent learners. Moreover, through a reflective interview given at the end of the course, they claim that by developing their own test and doing their peer’s made test, they are experienced in test development in addition to be better prepared for the test. Accordingly, this study gives a meaningful insight for EFL lecturers teaching content courses to implement Learning Gallery technique with such an assessment model in order to help the EFL learners to be autonomously independent learners and competent in their own subjects learnt.
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References
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Alrabai, F. (2016). The effects of teachers’ in-class motivational intervention on learners’ EFL achievement. Applied linguistics, 37(3), 307-333.
Alshammari, M. O. (2016). The Role of Peer-and Self-Assessment in Developing Saudi EFL Learners’ English Writing Skills. International Journal of Education, 8(3), 85.
Baleghizadeh, S., & Masoun, A. (2014). The Effect of Self-Assessment on EFL Learners’ Self-Efficacy. TESL Canada Journal, 31(1), 42.
Barootchi, N., & Keshavarz, M. H. (2002). Assessment Of Achievement Through Portfolios And Teacher-Made Tests. Educational Research, 44(3), 279-288.
Birjandi, P., & Hadidi Tamjid, N. (2012). The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance.Assessment & Evaluation in Higher Education, 37(5), 513-533.
Black, P., and D. Wiliam. 1998. “Assessment and Classroom Learning.” Assessment in Education 5(1): 7–74.
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
Bonwell, C.C. and Eison, J. A. 1991. Active Learning: Creating Excitement in the Classroom. ERIC Digest. (Online), (http://ericae.net/db/edo/ED340272.htm), retrieved April 16, 2015
Buku Pedoman Penyelenggaraan Pendidikan. (2016). Fakultas Tarbiyah dan Ilmu Keguruan Institute Agama Islam Negeri. Tahun Akademik 2016/2017. Tulungagung
Chappuis, S., & Stiggins, R. J. (2002 ). Classroom assessment for learning. Educational Leadership, 60(1), 40–43.
Desheng, C. & Varghese, A. (2013).Testing and Evaluation of Language Skills. IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 1, Issue 2 (Mar. –Apr. 2013), PP 31-33 www.iosrjournals.org
Feng, H. Y., Fan, J. J., & Yang, H. Z. (2013). The relationship of learning motivation and achievement in EFL: Gender as an intermediated variable.Educational Research International, 2(2), 50-58.
Governance Policy 213. (2012). Student Assessment, Evaluation, and Communication of Student Learning, pp 1-4
Hanrahan, S. J., & Isaacs, G. (2001). Assessing self-and peer-assessment: The students' views. Higher Education Research & Development, 20(1), 53-70.
Hung, Y. J., Samuelson, B. L., & Chen, S. C. (2016). Relationships between Peer-and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations. In Assessing young learners of English: Global and local perspectives (pp. 317-338). Springer International Publishing.
Kafrani, J. D., & Afshari, M. R. (2017). Alternative Assessment: Student Designed Test Evidence in an Iranian EFL Context. In Revisiting EFL Assessment (pp. 209-219). Springer International Publishing.
Mahmoodi, M. H., Kalantari, B., & Ghaslani, R. (2014). Self-regulated learning (SRL), motivation and language achievement of Iranian EFL learners.Procedia-Social and Behavioral Sciences, 98, 1062-1068.
McMillan, J. H., & Hearn, J. 2008. Student self-assessment: The Key to Stronger Student Motivation and Higher Education. Retrieved December, 2008, from http://www.pilambda.org/horizons/v87-1/mcmillan.pdf
Physe, G,D. (1997). Handbook of Classroom Assessment: Learning, Assessing, and Achievement. Iowa: Academic Press
Rahimi, M., & Karkami, F. H. (2015). The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method. Iranian Journal of Language Teaching Research, 3(1), 57-82.
Seeberg, V. & Minick, T. (2012). Enhancing Cross-cultural Competence in Multicultural Teacher Education: Transformation in Global Learning. International Journal of Multicultural Education, 14(3), 1-22.
Suntharesan, V. (2016). Colour Terms in Languages. Language in India, 16(2).
Weisi, H and Karimi, M.N. (2012). The effect of self - assessment among Iranian EFL learners. Presented at Akdeniz Language Studies Conference 2012. Procedia - Social and Behavioral Sciences 70 ( 2013 ) 731 – 737
Wikipedia. (2017). Culture. Available online at https://en.m.wikipedia.org/wiki/Culture. accessed 21 May 2017
Wu, W. C. V., Marek, M., & Chen, N. S. (2013). Assessing cultural awareness and linguistic competency of EFL learners in a CMC-based active learning context. System, 41(3), 515-528.
Published
2018-06-27
How to Cite
Iftanti, E. (2018). Assessment Model Implemented in Learning Gallery to Teach Cross Cultural Understanding for EFL Learners. Dinamika Ilmu, 18(1), 51-62. https://doi.org/10.21093/di.v18i1.969
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Articles
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