Abstract

In Indonesia, current face-to-face classroom based instruction has been packed with student grouping. When it comes to a formative test, learners are commonly expected to do quizzes or formative tests individually—similar to summative tests occurring in a four-wall classroom. This reveals that there is a distortion between the regular instructional practice and the test practice. The argument underlying this thought-provoking article is that it is essential for formative test administration to come closer to the paradigm implemented on a regular basis. A recent challenging design is on its way for teamwork assessment: group oriented, representative oriented, and structured discussion oriented. This small-scale study attempts to depict the implementation of the challenging design with regard to assessment-oriented formative tests and reports how they are perceived by students. The study reveals that the new design has received positive feedback.