Open AccessExploring Edmodo: assisted writing formative assessment in English language classroom
Author(s) -
Mita Meryani Zuwitasari,
Muhamad Reza Pahlevi,
Mobit Mobit
Publication year - 2021
Publication title -
journal of applied studies in language
Language(s) - English
Resource type - Journals
eISSN - 2615-4706
pISSN - 2598-4101
DOI - 10.31940/jasl.v5i1.2376
Subject(s) - formative assessment , perspective (graphical) , documentation , psychology , mathematics education , perception , test (biology) , second language writing , pedagogy , computer science , second language , linguistics , paleontology , artificial intelligence , neuroscience , biology , programming language , philosophy
This study aims to explore the use of Edmodo in formative assessment and students' perceptions on the use of Edmodo writing. This study uses a basic interpretive design. An English teacher and seven students participated in this research. It used observations, interviews, and documentation to collect data to answer these two research questions. The findings showed that the Edmodo-assisted writing formative assessment builds teacher technological pedagogy, and content knowledge. The students’ responses are viewed from cognitive aspect. Furthermore, the students can improve and explore the ability to writing skills. From the emotional perspective, the students feel more enjoyable and enthusiastic when doing a formative test. Whereas in the affective perspective, the students seemed more interested in assessment manually by the teacher through individual correction analysis.