Language Assessment Course: Impact on Pre-service EFL Teachers’ Language Assessment Literacy

Entika Fani Prastikawati (Universitas PGRI Semarang, English Department, Indonesia)
Januarius Mujiyanto (Universitas Negeri Semarang, Indonesia)
Mursid Saleh (Universitas Negeri Semarang, Indonesia)
Sri Wuli Fitriati (Universitas Negeri Semarang, Indonesia)

Proceeding of International Conference on Science, Education, and Technology
Vol. 7 (2021)

Being an assessment literate has never been as critical and crucial as it is today. The existence of a language assessment course has been obligatory for the English education department to support the development of pre-service EFL teachers’ language assessment literacy. This study is intended to examine the impact of a language assessment course on pre-service EFL teachers’ language assessment literacy. A total of 134 pre-service EFL teachers completed Assessment Literacy Inventory (ALI) as pre-test and post-test of assessment literacy measures. To measure the significant difference in language assessment literacy, a series of dependent sample t-test was carried out. The result revealed a significant improvement in language assessment literacy after pre-service EFL teachers completed their language assessment course. Certain aspects of Standard in assessment literacy were in non-significant development.