Students' preferences of their progress assessment in english learning : a survey study

Inquiring students to determine their understanding of the subject matter is critical to the learning process. Thus, it is essential for teachers to evaluate whether the educational goals and criteria of the lessons are being met. Teachers can make an evaluation by applying different forms of assessments both online and in-person assessments. This research intent to identify the students’ preferences of the Assessment in English learning and the teachers’ performances of the assessment. To answer the issue, this study administered survey questionnaires to 395 senior high school students. The participants were asked to complete the questionnaire online via Google form. The questionnaire data was analyzed descriptively using SPSS to identify the frequency of agreement in each item describing students’ preferences and teachers’ performances of the assessment. The finding showed that the students prefer to have both traditional and authentic assessment in assessing their progress in ELT. They required teachers to implement different ways of assessment to avoid boredom. The students also discovered that is unnecessary for teachers to inform the class about their score of their works because they like to keep their score in private. The students also suggest their teacher to tell specific criteria for tasks and implementing remedy.