The Lecturers’ and Students’ Perceptions of Digital Assessments in Teaching English Speaking in Indonesian Islamic Higher Education

Abstract

In any educational setting, teaching experiences becomes the key factor for teachers in deciding the appropriate assessment. During the pandemic era, many changes have been made to the educational system, including how students are assessed. This study explores the lecturer’s and students’ perception of digital assessment and how their perception influences their teaching method. A qualitative research design is employed in this study. Data was gained from the lecturers and students of speaking subjects in Indonesian Islamic Higher Education through an online survey and interview. The results showed that the interconnection of the lecturer’s perception of digital assessment toward their language learning practices led to the Well-Perceived Digital Language Assessment category. In conclusion that there were marked differences in the way the lecturer’s and students’ perception of digital assessment will influence the classroom teaching process. That is the more positive perception of the lecturer toward digital assessment in speaking class, the more they are prone to prefer highly-perceived digital language assessment in teaching speaking.