Abstract:
One of the critical features of Assessment for Learning (AfL) is feedback (Black & Wiliam, 1998). Research evidence shows that offering and eliciting feedback enhances student learning as it provides students with information about their learning goals and progress and suggestions on how to improve their learning (Black & Wiliam, 2018; Carless, 2015; Hattie & Timperley, 2007). However, while many studies report teachers' feedback practice from English-speaking countries, as it was developed as part of Western pedagogy, there is scarce literature about teachers' feedback practice in non-English-speaking countries that have adopted AfL principles. Therefore, my study aims to investigate what factors contribute to and impede the development of teacher feedback practice, specifically in Indonesia.
In the Indonesian context, secondary EFL teachers face challenges in implementing feedback as the assessment culture has shifted from high-stakes testing to school-based assessment called "Asessmen Nasional" which adopted the principles of Assessment for Learning (AfL) (MoE, 2022). However, a high-stakes testing mindset is deeply rooted in Indonesian EFL teachers, which leads them to have a lack of knowledge and negative beliefs about feedback. Consequently, all these phenomena might impede Indonesian EFL teachers from implementing feedback on their daily AfL practices.
In the inquiry, 13 experienced Indonesian EFL high-school teachers were interviewed then followed by observing their feedback practices in their classroom. Also, some documents, such as the teacher's lesson plan and students' artefacts, were collected. All data collected were analysed employing a thematic and cross-case analysis (Braun and Clarke, 2021). Through the lens of sociocultural theory, this study reveals several internal and external contributing factors to feedback practice in Indonesia. The internal factors involved teachers' negative beliefs and lack of knowledge on feedback, while classroom and school environment, school policy, curriculum and educational culture emerged as external factors that influence an effective teacher feedback practice. In short, this study has contributed to the body of knowledge on identifying several factors that might affect, contribute to and impede an effective teacher feedback practice for Asian countries that share common traits. Also, this study specifically proposes some considerations for Indonesian stakeholders before taking the action of changing or shifting the educational and assessment reform in the future.
In the Indonesian context, secondary EFL teachers face challenges in implementing feedback as the assessment culture has shifted from high-stakes testing to school-based assessment called "Asessmen Nasional" which adopted the principles of Assessment for Learning (AfL) (MoE, 2022). However, a high-stakes testing mindset is deeply rooted in Indonesian EFL teachers, which leads them to have a lack of knowledge and negative beliefs about feedback. Consequently, all these phenomena might impede Indonesian EFL teachers from implementing feedback on their daily AfL practices.
In the inquiry, 13 experienced Indonesian EFL high-school teachers were interviewed then followed by observing their feedback practices in their classroom. Also, some documents, such as the teacher's lesson plan and students' artefacts, were collected. All data collected were analysed employing a thematic and cross-case analysis (Braun and Clarke, 2021). Through the lens of sociocultural theory, this study reveals several internal and external contributing factors to feedback practice in Indonesia. The internal factors involved teachers' negative beliefs and lack of knowledge on feedback, while classroom and school environment, school policy, curriculum and educational culture emerged as external factors that influence an effective teacher feedback practice. In short, this study has contributed to the body of knowledge on identifying several factors that might affect, contribute to and impede an effective teacher feedback practice for Asian countries that share common traits. Also, this study specifically proposes some considerations for Indonesian stakeholders before taking the action of changing or shifting the educational and assessment reform in the future.