<![CDATA[Pelatihan ini bertujuan menguatkan literasi asesmen guru dan calon guru Bahasa Inggris dalam merancang asesmen autentik yang selaras dengan Kurikulum Merdeka. Kegiatan berlangsung di FKIP Universitas Lampung melalui satu hari pelatihan intensif luring dan dua sesi pendampingan daring pada Juli 2025, diikuti 25 guru dan calon guru jenjang SD hingga SMK serta dua mahasiswa pendamping. Tim menerapkan ceramah interaktif, diskusi, lokakarya, demonstrasi pemanfaatan AI secara etis, dan penugasan penyusunan perangkat asesmen, dengan evaluasi melalui pretest–posttest dan rubrik produk. Skor rata-rata pengetahuan peserta naik dari 62,6 menjadi 81,3 atau bertambah 18,7 poin, dan 74% peserta naik minimal 20 poin. Sebanyak 83% paket perangkat mencapai kategori baik hingga sangat baik, dengan total 25 paket tersusun, sedangkan skor kepuasan peserta mencapai 4,4 dari 5. Pelatihan berhasil menguatkan kemampuan guru merancang tugas autentik dan memberi umpan balik formatif yang lebih spesifik. This training aims to strengthen the assessment literacy of in-service and pre-service English teachers in designing authentic assessments aligned with the Merdeka Curriculum. The activity took place at the Faculty of Teacher Training and Education (FKIP), Universitas Lampung, involving one day of intensive in-person training and two online mentoring sessions in July 2025, with 25 in-service and pre-service teachers from primary to vocational secondary levels, along with two student assistants. The team used interactive lectures, discussion, workshops, a demonstration of ethical AI use, and an assignment to develop assessment instruments, with evaluation based on a pretest–posttest and a product rubric. Participants' average knowledge score rose from 62.6 to 81.3, a gain of 18.7 points, and 74% of participants improved by at least 20 points. Of the instrument packages produced, 83% reached the good to very good category, for a total of 25 completed packages, while participant satisfaction reached 4.4 out of 5. The training succeeded in strengthening teachers' ability to design authentic tasks and to provide more specific formative feedback.]]>
