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Iin Wariin Basyari
Universitas Swadaya Gunung Jati
Aerospace Engineering Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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EFL secondary teachers Roghibatul Luthfiyyah; Iin Wariin Basyari; Dwiniasih Dwiniasih
Journal on English as a Foreign Language Vol 10 No 2 (2020): Issued in September 2020
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.2101

Abstract

Assessment literacy is defined as knowledge, conceptions, and skills to conduct an assessment. Having sufficient assessment literacy levels, teachers can assist students in improving learning and in achieving learning outcomes. This study employs a descriptive quantitative design that explores EFL secondary teachers' assessment literacy and assessment practice. The data were gathered using an online survey and semi-structured interviews. Forty-eight respondents willingly fulfilled an online questionnaire containing 32 questions adapted from the Teachers Assessment Literacy Questionnaire (TALQ). The data obtained from the survey were analyzed using descriptive statistics. Furthermore, three participants representing each assessment literacy level were selected for interviews to explore their classroom assessment practice. The interview data were analyzed using thematic analysis in terms of the conceptions of assessment, the procedure of assessment construction, and some challenges in assessment practice. The findings reveal that EFL secondary teachers generally have a moderate assessment literacy level. However, the participants reflect different conceptions of assessment, procedures, and challenges in assessment practice depending on an individual level of assessment literacy, institutional and national policies, and socio-culture factors. It shows that assessment literacy is not a single element that can influence teachers' assessment practices.
Co-Authors Adang Setiawan Ade Subangkit AGUNG SETIAWAN Alia Sukowati Alifiyah Rizki Alyda Maqriz An-Nahwa Annisa Putri Winarti Aprilia Nuraeni Auliya Aenul Hayati Cecillia Asano Dewi Pauziyah Dita Novika Yani Ditta Septiani Putri Dwiniasih Hikmah Aulia Nur Faidah Iis Yeni Sugiarti Iis Yeni Sugiarti Lebie Diefa Salsabila Lusi Yani Indah Malik Fauzi Marshaniswah Alfrida Mely Hanisya Nuansa Bayu Segara Nurul Ikhsan Karimah Priska Riyani Agustin Rahmah Dwi Indriyanti Roghibatul Luthfiyyah Sabina Octavia Rachman Salsa Nur Aidila Tiara Gianti Vina Fitria Rahmah Wahyuni Yasmin Nazmi A