Vol 3 No 2 (2016)
Articles

Lecturers’ Perception on the Effectiveness of Formative Assessment on Evaluating Grammar Skills among Undergraduates

Thilip Kumar Moorthy
Universiti Putra Malaysia (UPM), Serdang, Selangor Darul Ehsan, Malaysia
Yogerisham Panir Silvam
Universiti Putra Malaysia (UPM), Serdang, Selangor Darul Ehsan, Malaysia
Jayanthi Vijaya
Universiti Putra Malaysia (UPM), Serdang, Selangor Darul Ehsan, Malaysia
Shandini Sundiran
Universiti Putra Malaysia (UPM), Serdang, Selangor Darul Ehsan, Malaysia
Published June 21, 2016
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95 Views | 15 Downloads
Keywords
  • Grammar, Formative assessment, Undergraduates, Senior Lecturers, Junior Lecturers, Perception
Citations
How to Cite
Moorthy, T., Silvam, Y., Vijaya, J., & Sundiran, S. (2016). Lecturers’ Perception on the Effectiveness of Formative Assessment on Evaluating Grammar Skills among Undergraduates. Asian Journal of Social Sciences and Management Studies, 3(2), 145-149. https://doi.org/10.20448/journal.500/2016.3.2/500.2.145.149

Abstract

Grammar can be classified as the most prominent element in the context of English Language. However, grammar has always been a problem among undergraduates. Although they are given the right amount of input on grammar during schooling days, they still have problems in using it because the process of learning grammar does not continue during their tertiary education. Many lecturers find it difficult in making sure undergraduates are able to utilize grammar in a proper manner as English subjects in tertiary education will only last till the end of the first year in many tertiary institutions. It is proposed that formative assessment should be conducted throughout their duration of study in their tertiary institution. This paper highlights the findings from a questionnaire to 20 English lecturers who are currently serving in two private institutions, namely Management & Science University and Kolej MASA. Ten of them are senior lecturers with lecturing experience of more than 5 years and the remaining lecturers with below 5 years. The categories for the questions were built based on lecturers’ understanding on the formative assessment and the needs in understanding grammar in using English. The findings indicate that junior lecturers are keener compare to senior lecturers in terms of using formative assessment in evaluating grammar skills among undergraduates.

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