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All Journal Vision: Journal for Language and Foreign Language Learning Jurnal Dimensi Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Minda Baharu Journal of English Language Teaching and Learning (JETLE) JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan Jurnal Pemberdayaan Masyarakat TELL - US JOURNAL
Sulastri Manurung, Sulastri
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Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Vision: Journal for Language and Foreign Language Learning

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Bridging Theory and Practice Through Real-World Language Assessment Design Dewi, Desi Surlitasari; Manurung, Sulastri; Manuhutu, Natalia; Saputro, Isnaini Eddy; Widhiyanto, Widhiyanto; Wahyuni, Sri; Ardhi, Mega Aulia
Vision: Journal for Language and Foreign Language Learning Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv14i125026

Abstract

Language assessment is a crucial component of effective language teaching. However, many pre-service teachers lack sufficient training in assessment practices, resulting in a gap between theoretical knowledge and practical application. This study explores how pre-service teachers perceive the effectiveness of a project-based approach to designing and administering real-world language assessments and examines the challenges they face. Combining a closed questionnaire and semi-structured interviews, the study gathers quantitative and qualitative data from twenty-five pre-service teachers. The findings revealed that hands-on involvement in assessment design enhances teachers' understanding of key assessment principles, increases confidence, and bridges the gap between theory and practice. However, participants also faced challenges, particularly in ensuring the validity and reliability of their assessments. These challenges were manageable with the support provided in the course, indicating the value of structured guidance and expert collaboration in developing assessment literacy. The findings underscore the value of integrating theory with practice in teacher training, providing important insights for language assessment education. Future research could examine larger samples, long-term impacts of such training, and the role of digital tools in developing assessment literacy.
Co-Authors Adam Adam Aprilia, Rebecha Ardhi, Mega Aulia Ariyanti, Anita Aulia Putri Desi Surlitasari Dewi Dewi Yana, Dewi Ervin Nora Susanti, Ervin Nora Ghaisani, Fadhilah Junierissa Marpaung, Junierissa Juwita Boneka Sinaga Khurnia, Putri Kristina, Geofani Manuhutu, Natalia Monika, Tiara Novelita, Naomi Mars Panjaitan, Angels Dermika Pratiwi, Dea Pratiwi, Septiani Indah Ramadhani, Nursyahida Suci Raya, Valentina Letek Safnidar Siahaan, Safnidar Saputro, Isnaini Eddy Sembiring, Elisma Sirait, Sindy Deswita Natalia Situmorang, Citra Betha Sri Setyarini Sri Wahyuni Susi Septaviana Rakhmawati, Susi Septaviana W, Widhiyanto Yudani, Nadia Putri Yuli Angraini, Yuli Yuri, Melani Putri Zahara, Nasyiva