Keyakinan Guru dan Praktek Penilaian Formatif pada Siswa di Kelas Bahasa Inggris sebagai Bahasa Asing

Abstract Teachers’ beliefs strongly influence the implementation of formative assessment in the classroom. However, not all formative assessment practiced by the teachers is based on their beliefs. This study investigated teachers’ beliefs, formative assessment practices in EFL classroom of Junior School. This study made use of a qualitative research design by using in-depth interviews and classroom observations to collect the required data. Three teachers were involved as research participants in this study, and they were intensively interviewed to get valid and reliable data regarding their beliefs and practices of formative assessment. Interview guides were used to collect the data concerning teachers’ beliefs of formative assessment, formative assessment practices, dissonances between teachers’ beliefs and practices of formative assessment. The results of this study showed that EFL teachers have considerably strong beliefs about formative assessment practices. However, the strength of their beliefs varied in their levels due to their various undertanding of formative assessment.