Abstract:

Students who are engaged in flipped classrooms are those who have done pre-class learning and applied that knowledge to participate actively in class activities. Traditional assessment approaches are characterised as being product oriented. This study argues that in order to better assess the students' learning activities in a flipped classroom a process learning oriented approach should be implemented. A qualitative approach was adopted to conduct this study. Data were collected from 20 postgraduate students who were studying English as a Foreign Language (EFL) through the means of semi-structured interviews. The findings of the study have shown that students' learning was promoted because of the preparation activities that were given before class and the feedback they received. In addition, the results indicated that the assessment of the preparation practices of students (i.e. the learning process) has contributed to the improvement of the students' performance. This was seen in students' active engagement of class activities. Thus, the role of assessment is not only to enhance learning but to assess the effectiveness of the learning process on the part of the students.

Keywords:

Assessment for Learning, Engagement, Flipped Classroom, Qualitative Study, Semi-structured Interviews.