Exploring English Teachers’ Challenges in Evaluating Students’ Learning Outcomes: A Qualitative Study
DOI:
https://doi.org/10.24256/ideas.v14i2.12973Keywords:
learning evaluation, English teachers, student learning outcomes, qualitative research, vocational high school.Abstract
This study aims to explore the challenges faced by English teachers in evaluating student learning outcomes in Vocational High Schools (SMK) and to identify the strategies employed to address these challenges. The study adopts a qualitative approach with a descriptive qualitative design. Data were collected through semi-structured interviews and non-participant observations of English teachers. The data were analyzed using thematic analysis, involving processes of coding, theme development, and data interpretation. The research focuses on challenges related to assessing language skills, disparities in student ability, time constraints, the development of evaluation instruments, and the provision of feedback. The strategies examined include the use of assessment rubrics, the adaptation of evaluation formats, time management, the creation of appropriate instruments, and the provision of feedback and follow-up instruction. This research is expected to provide insight into the practices of evaluating English learning outcomes in Vocational High Schools and serve as a reference for teachers to improve the quality of their learning assessments
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