An Analysis of Students’ Views on Assessment Methods in English for Chemistry Classes

Abstract

This study examines students’ perceptions of assessment methods implemented in English for Chemistry courses. Using a quantitative descriptive design, data were collected through a Likert-scale questionnaire distributed to 56 undergraduate Chemistry students to measure perceptions across four dimensions: assessment clarity and fairness, assessment methods and learning support, feedback and learning motivation, and assessment challenges and student preferences. The instrument was tested for validity and reliability prior to analysis. Descriptive statistics, including mean scores and standard deviations, were used to analyze the data. Results indicate that students generally hold positive perceptions of assessment practices, with methods that integrate English language skills with chemistry content—particularly project-based tasks and oral presentations—perceived as most effective for supporting learning and developing scientific communication skills. Students also considered the assessment system relatively fair and reflective of their actual performance. However, challenges remain, including language-related anxiety and difficulty understanding assessment instructions in English, and while instructor feedback was helpful, its effectiveness remained moderate. Overall, the study highlights the importance of transparent, authentic, and formative assessment practices that align with students’ language proficiency, providing pedagogical insights for improving assessment design in English for Specific Purposes (ESP) contexts.