INDONESIAN EFL TEACHERS’ LANGUAGE ASSESSMENT LITERACY: CHALLENGES AND NEEDS
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Abstract
Although a few studies have profiled the LAL levels of Indonesian EFL teachers, they mostly focus on establishing baseline performance. However, simply identifying these competency levels does little to drive actual educational reform. Therefore, given the critical role of assessment literacy, the present research aims to investigate teachers’ specific LAL training needs including identification of the challenges they face in developing their LAL profile. This study involved 50 primary and secondary school Indonesian EFL teachers. To address the research questions, a mixed-method design was employed with an online questionnaire and an interview as the research tools. The questionnaire consists of 18 items evaluating ‘Training Received’ alongside ‘Training Needed’ of language assessment. After the survey, interview sessions with five teachers were conducted to collect further information. The research findings show that most of the respondents’ assessment literacy had received sufficient conceptual knowledge of assessment from previous education and training, but less classroom practical experiences. Furthermore, they faced some challenges in their schools, which include personal and external factors, including the presence of AI and its influence toward assessment. Therefore, they need more training on assessment to cope with the challenges.
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