<![CDATA[This study aimed to analyze the challenges faced by teachers in implementing multiliteracy assessment in public and private schools and to identify the factors contributing to these challenges. A qualitative descriptive approach with a case study design was employed. The participants were teachers from public and private schools in Malang City. Data were collected through interviews, observations, and questionnaires. Data were analyzed using an interactive model consisting of data reduction, data display, and gradual conclusion drawing. The findings revealed that teachers in both public and private schools encountered challenges related to limited resources, time constraints, variations in students’ abilities, and insufficient training and professional development. Public schools tended to experience greater constraints in facilities, classroom management, and teacher training, whereas private schools, despite having better facilities, faced challenges related to dependence on technology and variations in students’ abilities. Nevertheless, school policy support in both public and private schools was found to be satisfactory. The study recommends strengthening teacher training, providing adequate facilities, increasing flexibility in instructional time, and adopting more personalized approaches to multiliteracy assessment. These findings are expected to contribute to the development of more effective and relevant multiliteracy assessment policies and practices in schools.]]>
