Teacher Practice on Online Formative Assessment

This paper aims to investigate (1) the struggles teacher encounters in his/her school's online formative assessments, and (2) the strategies teacher employs to deal with struggles in his/her school's online formative assessments.This research applied a qualitative study approach.A three year-experienced teacher who teaches 210 students in online teaching and learning has involved as the participant in this study.The data were gained from the interview to an EFL teacher of a school in Bandung.Result showed that the teacher has a strong interpretation of the formative assessment and the preparation of assessment is necessary in order to determine the academic success of students during the course.However, the study found the teacher was not ready to face the transition from face-to-face learning to online learning; the teacher could not optimize the implementation of the formative assessment and the students had been passive in online learning so that the achievement of the students could not clearly demonstrate the success of the students.It is also found that not every student received the benefit from on-going activities and certain strategies used by the teacher.It can be assumed that online teaching and learning practice is a new way of practicing for some teachers.Without the planning and experimentation of online teaching assessment activities, the teachers do not know precisely how the activity is carried out.This lack of experiments therefore leaves the responsibility of deciding whether the strategy is appropriate for students.