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All Journal PREMISE: Journal of English Education and Applied Linguistics Register Journal Journal on Education Voices of English Language Education Society Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Studi Guru dan Pembelajaran English Language in Focus (ELIF) Jurnal LENTERA: Jurnal Studi Pendidikan Journal of Language and Literature Jurnal Ilmiah Profesi Pendidikan English Focus: Journal of English Language Education Journal of Classroom Action Research Reswara: Jurnal Pengabdian Kepada Masyarakat Getsempena English Education Journal ABSYARA: Jurnal Pengabdian Pada Masyarakat Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of English Language and Education Jurnal Riset Rumpun Ilmu Bahasa (JURRIBAH) Innovative: Journal Of Social Science Research Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Journal of Authentic Research REGISTER JOURNAL J-CEKI ETERNAL: English Teaching Journal
Prasetyaningrum, Ari
Universitas Hamzanwadi
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Journal : ETERNAL: English Teaching Journal

 1 
Pre-Service EFL Teachers’ Perceptions of Formative Assessment Literacy in Indonesian Suherman, Andri; Nazri, M. Adib; Prasetyaningrum, Ari; Agustina, Yulia
ETERNAL (English Teaching Journal) Vol. 7 No. 1 (2026): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v7i1.2806

Abstract

The current study investigates the formative assessment literacy of Indonesian pre-service English teachers by adopting a sequential mixed-method approach. The survey data revealed that participants had a moderate level of formative assessment literacy (M = 3.02), with varying scores across three components. The conceptual domain scored the highest (M = 3.12), followed by the socio-emotional domain (M = 2.98) and the practical domain (M = 2.96). The second finding gained from the second part of the survey and from interview sessions indicated five different challenges encountered by the participants in practicing formative assessment. The issues raised by the participants were related to limited support from their institution, their heavy teaching workload, lack of digital literacy, their students’ low learning motivation, and the participants’ inadequate assessment skills and knowledge. Although this study has several limitations, it provides several implications, such as the urgency of providing training for teachers to help them improve their assessment literacy.
Co-Authors Abd. Rasyid Syamsuri Adib Nazri Ahmad Yusri Amrullah Amrullah Andri Suherman Arfah, Hajriana Astrid Dwimaulani Ayu Suraya, St Dwi Maulani, Astrid Fathurrohman Fina Islami Hajriana Arfah Hajriana Arfah Handini, Baiq Suprapti Hasani, M. Tanwirul Isroini, Hulmiya Jaelani, Selamet Riadi Kalila, Dwi Duvanny Kamilia, Kamilia Kandisa, Juliana Kurniawan, Lalu Deni Laila Wati Laila Wati Lailawati, Lailawati M. Adib Nazri Maman Asrobi Marhamah Maulinda, Iswari Maulinda, Maulinda Mira Ilya Maisaroh Muhaimi, Lalu Muhammad Faza Fauzan Azima Muhammad Husnu Mulia, Lalu Ferryawan Wahyu Muliayu Ningsih, Istiqomah Aprimargani Nazri, Adib Nikmah, Wahida Nunenk Lanang Teguh Mahmud Nurwahdaniah Putera, Lalu Jaswadi Ratna, Nagita Riana, Linda Rohani Rohani Royahin, Saopia Selamet Riadi Jaelani Siti Husna Maab Siti Masyuroh Siti Maysuroh Siti Maysuroh Sugianto, Riris Suraya, St. Ayu Surayya, St. Ayu Udin, Udin Ulviani Ulviani Usuluddin , Usuluddin Usuluddin Usuluddin Usuluddin Usuluddin Usuluddin, Usuluddin Wardani, Khairul Wathoni, Hamzani Yulia Agustina Zahratul Fikni Zamzam, Ahmad Zuhroni, Siti Fatimatuz