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163 

 

 
ELT FORUM 10 (2) (2021) 

 

Journal of English Language Teaching 

 
http://journal.unnes.ac.id/sju/index.php/elt 

 
 

Pre-service EFL teachers’ perception on technology-based formative assessment in 

their teaching practicum 

 

 Entika Fani Prastikawati 

 
Universitas PGRI Semarang, Indonesia 

 

Article Info 
________________  
Article History: 

Received in 4 July 

2021  
Approved in 27 July 

2021 

Published in 28 July 

2021 

________________  
Keywords: 

technology-based 

formative assessment; 

pre-service EFL 

teachers’ perception; 

teaching practicum.  
____________________ 

 

 

 

 

Abstract  
___________________________________________________________________ 
The spread of the pandemic COVID-19 has made many changes in educational policy 

such as the assessment in English teaching and learning process. The process and 
procedures in the assessment need to be adjusted from face-to-face assessment into 

blended and online assessments. Not only English teachers, pre-service EFL teachers 
are also required to be ready and adapt to the changes quickly. To adapt it, the 

integration of technology in the assessment process has been examined. However, the 
involvement of technology in the area of formative assessment remains 

underexplored, particularly in the teaching practicum conducted by pre-service EFL 

teachers. The present study is trying to fill the gaps by investigating pre-service EFL 
teachers’ perception on technology-based formative assessment which is implemented 

in their teaching practicum. A total of 57 pre-service EFL teachers completed a Likert-
scale questionnaire. After fulfilling the questionnaires, there were 19 pre-service EFL 

teachers who agreed and volunteered to be in a semi-structured interview. The 
findings show that the involvement of technology in formative assessment is perceived 

positively by pre-service EFL teachers in their teaching practicum during the 

pandemic COVID-19. They confess that technology has played its practical role in 
helping them assess their students. Further, the implementation of technology-based 

formative assessments promotes the students’ performance.    
 
  

Correspondence Address: p-ISSN 2252-6706 | e-ISSN 2721-4532 
3 Building FBS Unnes  

Sekaran, Gunungpati, Semarang, 50229  

E-mail: entikafani@upgris.ac.id  

http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333515478&1&&
http://issn.pdii.lipi.go.id/issn.cgi?daftar&1576658845&1&&


Entika Fani Prastikawati / ELT Forum 10 (2) (2021) 

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INTRODUCTION 

The advancement of technology in education has been massively proliferated during the spread of the 

pandemic COVID-19 (Prastikawati, 2019; Prastikawati et al., 2020; Wiyaka & Prastikawati, 2021). 

This is due to the changing shift in the teaching and learning process from face-to-face interaction into 

online interaction. This changing shift forces both teachers and students to have a transformative 

experiment in the process of teaching and learning  (Abduh, 2021; Zhang et al., 2021). For that case, 

many educational institutions are obligated to apply the changes. The changes leave e-learning as the 

only option for teachers to interact with the students. 

Adopting technology also occurs in assessment practices. The use of technology in assessment 

is considered a potential tool to assist the teachers to monitor and evaluate the students’ learning 

(Brady et al., 2019; Deeley, 2018; Spector et al., 2016). On the other hand, some scholars mention 

that the complex process of adopting technology in the assessment process raises other problems. This 

complexity is influenced by the teacher’s individual and technical factors that vary among them 

(Atmojo & Nugroho, 2020; Starkey et al., 2021). According to Mimirinis (2019), the teacher’s belief 

in how technology is utilized in assessment practices is also regarded as the crucial factor affecting the 

teacher’s decision in using technology-based assessment. 

Despite teacher’s perception on technology-enhanced assessment, it is also important to see 

how the teachers perceive the assessment in the teaching and learning process. The fact shows that 

most teachers are familiar with summative assessment rather than formative assessment (Defianty et 

al., 2021). Meanwhile, formative assessment is highly needed by the teachers in gaining informative 

evidence on the students’ learning. This kind of assessment can obtain information that is beneficial 

for the teachers to adjust their teaching instruction based on the students’ needs. Further, formative 

assessment emphasizes feedback in bridging the gaps between the students’ levels of competence and 

their learning goal (Vattøy, 2020). This constructive feedback in formative assessment also motivates 

the students to reach their learning goal (Zhu et al., 2020) as well as their autonomy in learning. 

In English language teaching (ELT) context, integrating technology in formative assessment 

also has been widely accepted since the pandemic COVID-19. English teachers start improving their 

technological competence to support their ability in implementing formative assessment in their 

English teaching. The use of technology in formative assessment has been regarded as a help for the 

English teachers to reduce their workload (Beatty & Gerace, 2009). Moreover, it also imparts the 

existed automatic feedback to the students’ works. 

Some studies have revealed that technology-based formative assessment is beneficial. Elmahdi 

et al. (2018) stated in their study that the involvement of technology in formative assessment practices 

improves both the teachers’ and students’ motivation in the process of teaching and learning. Further, 

the regular implementation of technology-enhanced formative assessment encourages the students to 

engage in their learning (Kent, 2019; Wiyaka & Prastikawati, 2021). Another benefit of implementing 

technology-enhanced formative assessment is also mentioned by Hodgson & Pang (2012). They reveal 

that technology in formative assessment creates great interest and curiosity for the students to 

demonstrate the given tasks. The students are eager to take part more in the impelementation of 

technology-enhanced formative assessments. Daly et al. (2010) also emphasize that online formative 

assessment leads to meaningful interactions between the teachers and the students. It implies that the 

use of online formative assessment has given the opportunities to enhance interactivity in the teaching 

and learning process. 

Due to the importance of formative assessment as well as the technology enhancement in 

formative assessment practices, English teachers and pre-service EFL teachers should build their 

perception and conception of formative assessment well (Khodabakhshzadeh et al., 2018). Their 

assessment literacy must be developed to implement formative assessment on the right track. 

Furthermore, the previous studies mostly underline in-service EFL teachers’ perspectives on the 

practice of technology-based formative assessment. Meanwhile, the discussion on how pre-service 

EFL teachers perceive technology in formative assessment practices during their teaching practicum 

is underexplored. For that reason, this current study is trying to fill the existing gaps by focusing on 

pre-service EFL teachers’ perception on formative assessment and how they perceive the role of 

technology in formative assessment practices during their teaching practicum. 

METHOD 

This study employed a descriptive mixed-method design which connects the quantitative and 

qualitative phase by selecting the participants in the qualitative phase from those who responded to 



Entika Fani Prastikawati / ELT Forum 10 (2) (2021) 

165 

 

the questionnaire (quantitative phase). In the quantitative phase, I delivered a questionnaire for 57 

pre-service EFL teachers. Meanwhile, in the qualitative phase, I conducted a semi-structured 

interview. 

The participants of this study were 57 pre-service EFL teachers who have finished their teaching 

practicum (internship program). They were chosen as the sample by using purposive random 

sampling. In this case, 57 pre-service EFL teachers were those who conducted their teaching practicum 

in the senior high schools. This is based on the consideration that students in senior high school are 

more ready to use technology-based formative assessment in teaching and learning (Reddy et al., 

2018). 

In collecting the data, a Likert-scale questionnaire was given in the survey. This questionnaire 

was adopted and adapted from the previous research from Alotaibi (2018). This questionnaire was 

given in the google form since the COVID-19 pandemic spread. To support and gain more in-depth 

information from the questionnaire, the participants were invited to a semi-structured interview that 

was conducted in an online setting using the zoom application. There were 19 pre-service EFL (P1-

P19) teachers who agreed and volunteered to be interviewed. This semi-structured was fully recorded. 

In the interview process, the participants were allowed to use bahasa Indonesia or mixed it with English. 

After collecting the first data from the questionnaire, I analyzed it using SPSS 21 in terms of 

mean (M) and standard deviation (SD). To measure the internal consistency and reliability, I 

employed Cronbach Alpha. Meanwhile, the data that was gained from the semi-structured interview 

was transcribed. The Indonesian transcripts were translated into English. Finally, it was sent back to 

the participant to check and get their confirmation and verification. To validate the data, I applied 

triangulation to the data that I got. 

FINDING AND DISCUSSION 

The finding and the discussion of this study focus on two main points; pre-service EFL teachers’ 

perception on formative assessment and the role of technology enhancement in formative assessment 

practices. 

Pre-service EFL Teachers’ Perception on Formative Assessment in the Teaching Practicum 

Capturing the perception of pre-service EFL teachers on formative assessment is the first agenda of 

this study since it is essential to know how pre-service EFL teachers value formative assessment in 

their English teaching practicum. According to table 1, pre-service EFL teachers perceive formative 

assessment positively (M=3.86; SD=0.11). They believe that formative assessment has a substantial 

purpose to capture and monitor the students learning progress (M= 3.78; SD=0.99). This belief is in 

line with the conception that formative assessment can help the pre-service EFL teachers to check 

their students’ understanding (M=3.91; SD=0.95). This confirms how formative assessment is an 

integral part of English teaching and learning activity (M=3.84; SD=0.94). 

Table 1. Pre-service EFL Teachers’ Perception on Formative Assessment 
Items M SD 

Formative assessment should be an integral part of teaching and 

learning. 
3.84 0.94 

Formative assessment helps the teachers to check the students’ 

understanding of the learning material that is learned. 
3.91 0.95 

Formative assessment gives information to the teachers on the 

students’ learning progress during the teaching and learning 

process. 

3.78  0.99 

The regular formative assessment practices engage the student’s 

motivation in learning. 
3.89  1.03 

The evidence from formative assessment practices can be used as a 

teaching reflection for teachers to develop their teaching in the 

future. 

3.98  0.95 

Feedback in formative assessment helps the students to achieve 

their learning goals. 
3.86  0.97  

Peer-feedback among students in formative assessment is helpful 

for students in evaluating a friend’s work. 
3.61 0.90 



Entika Fani Prastikawati / ELT Forum 10 (2) (2021) 

166 

 

The teachers need more time to evaluate the students’ works in 

formative assessment  
3.87 1.07 

Formative assessment is assisting the teachers and students in 

making a decision about how to move forward to reach their 

goals. 

4.00 0.84 

Overall  3.86  0.11 

 

 

Responding to the questionnaire, how pre-service EFL teachers value formative assessment is 

also reflected in their interview. They consider formative assessment assists the students to engage in 

their English learning process by realizing their weaknesses and strength. 

“I think formative assessment is crucial for us to do. It can be some activities such as giving the quiz, 

discussion, or even direct questions to students. These activities engage my students in their learning 

process and motivate them to learn more” (P4) 

“I learn a lot in my teaching practicum especially about formative assessment. It is an important 

assessment to do by us as the teachers. Direct questioning was one of formative assessment I used to do 

in my teaching practicum. My students are motivated when I ask some questions on the materials that 

I explain.”(P5)  

“…I ever conducted online quizzes and direct questions for my students. I also asked my students to 

peer-assessment in my teaching practicum. They learned to share comments and opinions on their 

friends’ works. To add, the activity can help my students to recognize their strength and weakness in 

their English learning” (P11) 

Another finding is about feedback and its close relation with formative assessment. Based on 

table 1, pre-service EFL teachers believe that feedback in formative assessment is the help for students 

in achieving the goals of English learning (M=3.86; SD=0.97). In the interview, they reveal that 

feedback from them is influential for students to make an English learning improvement. 

“The feedback that I give to my students is really impactful. My students will revise their works based 

on what I commented. So, feedback in formative assessment is important” (P9) 

“I know that feedback from me as the English teacher is good for my students’ learning progress, but 

it takes time if I give feedback to all of my students. So, I let them do peer feedback. However, peer-

feedback sometimes doesn’t work since they feel awkward to comment negatively” (P13) 

“…I prefer to use online feedback rather than direct feedback to my students’ works. It helps me to save 

my time” (P15) 

“Online feedback helped me so much in my formative assessment practices. It is not time-consuming”. 

(P19) 

Overall, pre-service EFL teachers have shown their efficacious perception towards formative 

assessment. They perceive formative assessment as a praiseworthy activity that is beneficial and 

impactful for the student’s learning progress (Dalby & Swan, 2019; Elmahdi et al., 2018). Meanwhile, 

formative assessment is more than just monitoring the students’ learning progress in teaching and 

learning (Black & Wiliam, 2010). The correct and regular formative assessment practices can obtain 

more information (Chong, 2018; Dalby & Swan, 2019) that can be used by the teachers to adjust their 

teaching instructions, methods, and techniques which are suitable for the students’ need and the 

curriculum demands (Hasim et al., 2018; Luthfiyyah et al., 2021). 

Moreover, the evidence which is obtained from formative assessment can reveal the students’ 

strengths and weaknesses, especially in English learning. This is then in line with the purpose of 

feedback in the formative assessment that is given by the teachers in supporting the students’ 

improvement (Deeley, 2018). On the other hand, teachers also can take benefit from the evidence 

obtained from formative assessment by reflecting kinds of teaching instructions that are effective for 

the students (Owen, 2016). When the teachers find the teaching instructions are not suitable, they may 

reconstruct and choose another teaching instruction. Finally, the constructive and collaborative 

activities can impact the teaching and learning quality that is conducted by the teachers. Qualified 

teaching is also supposed to gain students’ motivation in learning (Cauley & McMillan, 2010; 

Prastikawati et al., 2020). This is essential to reach the main goal of learning. 



Entika Fani Prastikawati / ELT Forum 10 (2) (2021) 

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The Roles of Technology in Formative Assessment Practices in the Teaching Practicum 

In the implementation of formative assessment in the teaching practicum, pre-service EFL teachers 

confess that technology has played an important role. Table 2 has shown pre-service EFL teachers’ 

perception towards technology-enhanced formative assessment in their teaching practicum at schools 

(M=4.02; SD=0.11). They have perceived that the multiple roles of technology in formative 

assessment practices help them to do the teachers’ work efficiently and reduce their workloads 

(M=4.10; SD=0.90). The use of technology also facilitates them to check the students’ scores in a fast 

way (M=3.89; SD=1.04), so the feedback for the students can also follow it quickly (M=3.91; 

SD=0.96). 

 
“…It is a help for me to involve technology in my formative assessment when I have a teaching 

practicum. Moreover, the online learning setting supports the technology advancement in formative 

assessment practices that I regularly do in my English teaching”(P5) 

 

“It is fun to have ICT in my formative assessment practices especially in my teaching practicum. I can 

save my time and reduce my overload work that I must do”(P8) 

 

“I like using technology in the formative assessment such as online quizzes in Kahoot and Quizziz. 

The feedback is quick for my students and it saves my time”(P19) 

Pre-service EFL teachers also reveal that the involvement of technology in formative 

assessment practices brings a new atmosphere of learning which is suitable for today’s education 

needs. The use of online quiz platforms such as Kahoot, Quizziz, and Socrative apps present a 

challenging and exciting learning environment. The touch of online platforms leads the students to be 

more competitive and engaged in learning. automatically, their learning motivation is increased 

(M=4.14; SD=0.91). It is a good condition for the students to play their best roles in making an effort 

in their study. 

Table 2. The Roles of Technology in Formative Assessment Practices in the Teaching 

Practicum 
Items M SD 

Using technology in formative assessment practices helps the teachers 

to reduce their workload. 
4.10 0.90 

Using technology in formative assessment can assist the teachers to 

easily monitor the students’ learning progress. 
4.07 0.88 

The technology-advanced formative assessment facilitates the students 

to study independently and collaboratively. 
4.14 0.85  

The technology-advanced formative assessment facilitates the students 

to get quick feedback  
3.91  0.96  

The technology-advanced formative assessment facilitates the students 

to check their score as quickly as possible 
3.89 1,04 

The use of technology-advanced formative assessment in online 

quizzes offers an entertaining task environment 
3.93  1.06 

The use of technology-advanced formative assessment maintain 

motivates the students to improve their learning performance. 
4.14 0.91 

Overall  4.02 0.11 

According to pre-service EFL teachers’ responses in table 2, another role of technology in 

formative assessment is as a fast monitor of the student’s learning progress (M=4.07; SD=0.88). The 

teachers’ role in monitoring the students’ learning is a must in the teaching and learning process, so it 

is clear that technology has helped the teachers to do it efficiently. The advancement of technology in 

the implementation of formative assessment practices leads to the efficiency of the works that pre-

service EFL teachers need to do in their teaching practicum. Moreover, the principle of practicality in 

the assessment process is also mentioned by pre-service EFL teachers when using technology in the 

implementation of formative assessment in their online English teaching. 



Entika Fani Prastikawati / ELT Forum 10 (2) (2021) 

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“…I ever implemented Plickers and it was helpful for me to monitor the student’s learning progress 

quickly. For me, Plickers could play well in formative assessment practice”(P14) 

“Kahoot is one of the technology-based formative assessment that I used in teaching practicum. It is 

like a helper for me to check my students’ learning progress whether they have comprehended and 

understood what I have explained before or not.”(P16) 

“ ..Kahoot and Quizziz application is so practical for me. Those applications are so simple to be 

implemented as online formative assessment practices in the classroom. Both online and face to face 

classroom setting can use them anytime.”(P7) 

 

Furthermore, technology-enhanced formative assessment facilitates the students to learn both 

individually and collaboratively (M=4.14; SD=0.85). Pre-service EFL teachers reveal that 

collaborative learning can be realized in online formative assessment practices such as commenting, 

editing, and revising the works in peer or group. The students were set in a group by using zoom’s 

break-out room provided by the teacher to works together. 

 
“The use of technology in my formative assessment practices can realize the concept of collaborative 

learning. I let my students work together and comment on the work each other….”(P7) 

 

“Technology-based formative assessment has brought a new and challenging learning environtment 

that is related to today’s demand.”(P10) 

 

“…I let my students to write in a small group using Google Docs. They work together in drafting, 

editing, revising their writing”(P11) 

 

“…collaborative learning is realized easily by the help of techmology-based formative assessment. The 

students are in the different places but they still can work together using an online application such as 

Google Docs. They are encouraged more in improving their learning quality, especially in writing 

process” (P15)  

As it has been explained in the findings that pre-service EFL teachers value the technology 

enhancement as an effective tool in implementing formative assessment in their teaching practicum. 

The multiple roles of technology in formative assessment have assisted the teachers in reducing the 

workloads, monitoring the students’ learning progress, presenting a challenging learning environment, 

motivating the students in individual and collaborative learning, and engaging both teachers and 

students in the teaching and learning process. Those multiple roles of technology in formative 

assessment are considered efficacious values for pre-service EFL teachers in conducting their teaching 

practicum. Furthermore, the advancement of technology in formative assessment practices also 

impacts on the pre-service EFL teachers’ teaching quality. The quick way resulted from some online 

application of formative assessment assists pre-service EFL teachers to make an adjustment in their 

teaching technique or media so that the quality of teaching is improved. In short, the role of technology 

in formative assessment cannot be neglected to present the qualified teaching for students. 

The first role of technology in formative assessment is reducing the teachers’ workloads. As it 

is mentioned by Prastikawati et al. (2020), presenting qualified teaching and learning process is 

important to reach the main goal of learning. In this case, the teachers’ works become complex such 

as providing feedback (Gikandi et al., 2011) for students relating their submitted and unsubmitted 

works. Pre-service EFL teachers have mentioned that they need more time to check and give feedback 

to the students. Point to that, the use of technology in formative assessment practices reduces those 

time-consuming activities (Brady et al., 2019; Mahbub, 2020). The use of online quizzes has placed 

technology-based formative assessment in the current need of learning such as instant feedback for the 

students. It means that technology-based formative assessment presents fast transparency of the 

students’ work (Spector et al., 2016; Zainuddin et al., 2020). The fast transparency of the students’ 

work in technology-enhanced formative assessment is also beneficial for the teachers to monitor the 

student’ learning progress. By knowing the improvement of the students’ work, the teachers can adjust 

their teaching instruction. This is in line with the second role of technology in formative assessment 

perceived by pre-service is monitoring the students’ learning progress quickly. 



Entika Fani Prastikawati / ELT Forum 10 (2) (2021) 

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The second role of technology in formative assessment is regarded as an efficient tool to 

monitor the students’ work in a fast and valid way. Technology has presented its benefit in term of the 

speed in monitoring the learning progress in everytime the material has been delivered. Zainuddin et 

al. (2020) mention that it is crucial for the teachers to check the students’ understanding on the 

materials that has been delivered so that the teachers can decide to continue or not. This is an impactful 

process that should be well-considered by the English teachers to improve the learning quality. As one 

of the principles of formative assessment is to clearly monitor each learning process acquired by the 

students, so the teacher is the main actor to realize it. The information that is derived from formative 

assessment result is beneficial for the teachers to adapt and adjust the learning instructions pthat are 

presented in the class. Further, this result also effects for the students to improve their learning 

strategies. Here, the technology becomes the assistant of the teachers in completing their role in 

checking the students’ understanding so that the result of formative assessment can be accessed as 

soon as possible. This is one of technology speciality that may not be found in non-technology based 

formative assessment. 

Another role of technology in formative assessment is leading the students to both individual 

and collaborative learning. In an individual learning, the student can realize their weakness and 

strength from the individual feedback given by the teachers. The more feedback in online formative 

assessment practices, the better improvement of a student will reach (Burner, 2016; Tosuncuoglu, 

2018). Meanwhile, the use of technology in formative assessment also highlights the concept of 

collaborative learning. One of the examples is collaborative writing in a small group using Google 

Docs. Using this kind of technology-enhanced formative assessment can write, edit, and revise with 

their friends in a small group. Meanwhile, the teacher also can monitor the students’ writing activities 

in this kind of collaborative activity. Furthermore, this kind of technology-enhanced formative 

assessment motivate the students to share and respect what the other friends comment into. It creates 

a new learning environment for students especially when it relates to do some tasks. The challenging 

environment in an online formative assessment may stimulates them in an active task participant. An 

active and interactive student will lead to the successful teaching and learning that ends to qualified 

learning.  

Finally, the realization of technology in formative assessment practices can be explored 

maximumly in the teaching practicum if pre-service EFL teachers improve their technological 

competence. This competence is a must in today’s teaching and learning requirement since the online 

teaching and learning still exists in the pandemic era.  

CONCLUSION 

The current study has revealed that the involvement of technology in formative assessment practices 

has been perceived positively by pre-service EFL teachers in conducting their teaching practicum. 

They have mentioned that the multiple roles of technology in formative assessment practices help 

them in achieving the qualified teaching and learning that is beneficial for the students’ learning 

achievement. Furthermore, the technology involvement also plays an essential role for the 

improvement of pre-service EFL teachers’ technological competence in which it is considered as a 

must for today’s teaching competence (Atmojo & Nugroho, 2020). However, pre-service EFL teachers 

need more disclosure as well as exposure to the assessment knowledge and purposes. Furthermore, 

pre-service EFL teachers also need to improve their competence on technology uses to support the 

formative assessment practices in their teaching practicum. Since this study involves limited 

participants, it is essential for the further research to crry out a larger sample. Moreover, the impact of 

technology-based formative assessment on certain language skills competences needs to be explored 

including the numerous factors influencing pre-service EFL teachers in applying of technology-based 

formative assessment. 

 

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