Published date: Sep 28 2022

Journal Title: KnE Social Sciences

Issue title: 4th International Conference on Education and Social Science Research (ICESRE)

Pages: 180–190

DOI: 10.18502/kss.v7i14.11967

Entika Fani Prastikawatientikafani@upgris.ac.idUniversitas PGRI Semarang, Indonesia

Wiyaka .Universitas PGRI Semarang, Indonesia

During the COVID-19 pandemic, teachers had to alter their assessment process for an engaging and productive remote learning. The present study investigates the technology-based formative assessments carried out by secondary school English teachers. To reach that goal, the writers conducted a series of observations and an interview. It was found that English teachers used a few technology-based formative assessment platforms such as Quizizz, Kahoot!, Schoology, Microsoft Office Team, and Socrative. Oral and written feedback was also regularly done by English teachers for supporting technology-based formative assessment practices. The finding of this study also implies the crucial role of digital literacy in supporting the successful implementation of technology-based formative assessments during distance learning.

Keywords: technology-based formative assessment, English teaching and learning, remote learning

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