TEACHER ASSESSMENT LITERACY: INDONESIAN EFL SECONDARY TEACHERS' SELF-PERCEIVED ON CLASSROOM-BASED ASSESSMENT PRACTICE
Main Article Content
Abstract
Assessing students' performance is an essential part of a teacher's job. Hence, they are believed to be familiar with various kinds of assessments, especially classroom-based assessments (henceforth CBA). Language teaching and assessment are two interrelated that affect each other to a great extent. Undoubtedly, language assessment becomes a more complicated activity in the field of language teaching. The major objective of this study was to describe how EFL secondary teachers’ self-perceived on the basic principles of assessment and their own practice in CBA. This study was conducted in the form of a descriptive survey research. Shim's (2009) survey instrument was adapted to collect data and gathered using an online survey. 48 respondents willingly fulfilled the online survey containing 80 statements concerning classroom assessment procedures. The data obtained were analyzed using descriptive statistics. The findings of the current study revealed that teachers seemed to practice assessment for learning (henceforth AfL), in which most teachers conducted assessments to support students’ learning and used the results as feedback to improve and revise their teaching. The teachers in this study appeared to be literate and excellent in understanding the concept and using it in practice. However, a question remains as to whether their classroom practice was excellent. Since most studies have largely reported results on teacher's assessment literacy (henceforth TAL), future programs and research should be directed toward classroom-based research on how the CBAL can improve students' learning and improve the quality of teacher instructions. The implications of the result are expected to provide a clear understanding and theoretical foundations of CBAL.
Article Details
How to Cite
Aria, D., Sukyadi, D., & Kurniawan, E. (2021). TEACHER ASSESSMENT LITERACY: INDONESIAN EFL SECONDARY TEACHERS’ SELF-PERCEIVED ON CLASSROOM-BASED ASSESSMENT PRACTICE. English Review: Journal of English Education, 10(1), 15-26. https://doi.org/10.25134/erjee.v10i1.5349
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References
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American Federation of Teachers, & National Council on Measurement in Education, National Education Association (AFT, NCME, N. (1990). Standards for teacher competence in educational assessment of students. Educational Measurement: Issues and Practice, 9(4), 30–30. https://doi.org/10.1111/j.1745-3992.1990.tb00391.x
Ashraf, H., & Zolfaghari, S. (2018). EFL teachers’ assessment literacy and their reflective teaching. International Journal of Instruction, 11(1), 425–436. https://doi.org/10.12973/iji.2018.11129a
Bahtiar, I., & Purnawarman, P. (2020). Investigating English teachers’ comprehension in Language Assessment Literacy (LAL). Advances in Social Science, Education and Humanities Research, 508, 303–310. https://doi.org/10.2991/assehr.k.201214.253
Braney, B. T. (2010). An examination of fourth grade teachers’ assessment literacy and its relationship to students’ reading achievement (Issue April 2009). University of Hartford.
Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30(1), 3–12. https://doi.org/10.1111/j.1745-3992.2010.00195.x
Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2014). Classroom Assessment for Student Learning (Second Edi, Vol. 2). Pearson Education Limited. http://ir.obihiro.ac.jp/dspace/handle/10322/3933
Chappuis, S., & Stiggins, R. (2020). Classroom assessment for learning. British Society for Middle Eastern Studies. Bulletin, 60(1), 40–43. https://doi.org/10.1080/13530198908705494
Coombs, A., DeLuca, C., LaPointe-McEwan, D., & Chalas, A. (2018). Changing approaches to classroom assessment: An empirical study across teacher career stages. Teaching and Teacher Education, 71, 134–144. https://doi.org/10.1016/j.tate.2017.12.010
Creswell, W. J., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative and Mixed Methods Approaches.
Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327–347. https://doi.org/10.1177/0265532208090156
Deluca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher Candidates’ learning. Assessment in Education: Principles, Policy and Practice, 17(4), 419–438. https://doi.org/10.1080/0969594X.2010.516643
DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2015). Teacher assessment literacy: a review of international standards and measures. Educational Assessment, Evaluation and Accountability, 28(3), 251–272. https://doi.org/10.1007/s11092-015-9233-6
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132. https://doi.org/10.1080/15434303.2011.642041
Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. Profile: Issues in Teachers’ Professional Development, 20(1), 179–195. https://doi.org/10.15446/profile.v20n1.62089
Giraldo, F., & Murcia, D. (2018). Language assessment literacy for pre-service teachers: course expectations from different stakeholders. GiST Education and Learning Research Journal, 16(16), 56–77. https://doi.org/10.26817/16925777.425
Hamied, F. A., & Malik, R. S. (2017). Research Methods: A Guide for First-Time Researchers. Bandung: UPI Press.
Howell, C. A. (2013). Development and Analysis of a measurement scale for Teacher Assessment Literacy. East Carolina University.
Jannati, S. (2015). ELT Teachers’ language assessment literacy: perceptions and practices. Educational Research Association The International Journal of Research in Teacher Education, 6(2), 26–37.
Kaiser, G., & Willander, T. (2005). Development of mathematical literacy: Results of an empirical study. Teaching Mathematics and Its Applications, 24(2–3), 48–60. https://doi.org/10.1093/teamat/hri016
Khadijeh, B., & Amir, R. (2015). Importance of teachers’ assessment literacy. International Journal of English Language Education, 3(1), 139. https://doi.org/10.5296/ijele.v3i1.6887
Koh, K., Burke, L. E. C. A., Luke, A., Gong, W., & Tan, C. (2017). Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design. Language Teaching Research, 22(3), 264–288. https://doi.org/10.1177/1362168816684366
Lam, R. (2014). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169–197. https://doi.org/10.1177/0265532214554321
Lam, R. (2019). Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong. System, 81, 78–89. https://doi.org/10.1016/j.system.2019.01.006
Lan, C., & Fan, S. (2019). Developing classroom-based language assessment literacy for in-service EFL teachers: The gaps. Studies in Educational Evaluation, 61(8), 112–122. https://doi.org/10.1016/j.stueduc.2019.03.003
Luthfiyyah, R., Basyari, I. W., & Dwiniasih, D. (2020). EFL secondary teachers’ assessment literacy: Assessment conceptions and practices. Journal on English as a Foreign Language, 10(2), 402–421. https://doi.org/10.23971/jefl.v10i2.2101
MacCarthy, M. (2014). Student Privacy: Harm and Context. International Review of Information Ethics, 21, 11–24.
Muhammad, F., & Bardakçi, M. (2019). Iraqi EFL Teachers’ Assessment Literacy: Perceptions and Practices. Arab World English Journal, 10(2), 431–442. https://doi.org/10.24093/awej/vol10no2.33
Pastore, S., & Andrade, H. L. (2019). Teacher assessment literacy: A three-dimensional model. Teaching and Teacher Education, 84, 128–138. https://doi.org/10.1016/j.tate.2019.05.003
Pill, J., & Harding, L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381–402. https://doi.org/10.1177/0265532213480337
Popham, W. J. (2011). Assessment literacy overlooked: A teacher educator’s confession. Teacher Educator, 46(4), 265–273. https://doi.org/10.1080/08878730.2011.605048
Prasetyo, A. H. (2018). Language assessment literacy development: a student-teacher’s experiences in teaching practice program. LLT Journal : A Journal on Language and Language Teaching, 21(2), 199–206.
Puspawati, I. (2019). Understanding teachers’ knowledge, skills, and principles on language assessment: a survey on teachers’ language assessment literacy. Atlantis Press, 353(IcoSIHESS), 70–75. https://doi.org/10.2991/icosihess-19.2019.11
Quilter, S. M., & Gallini, J. K. (2000). Teachers’ assessment literacy and attitudes. Teacher Educator, 36(2), 115–131. https://doi.org/10.1080/08878730009555257
Rad, M. R. (2019). The Impact of EFL teachers’ assessment literacy on their assessment efficiency in classroom. Britain International of Linguistics Arts and Education (BIoLAE) Journal, 1(1), 9–17. https://doi.org/10.33258/biolae.v1i1.14
Rusli. (2017). EFL teachers’ perception and practice on formative assessment. Universitas Pendidikan Indonesia.
Saputra, E. R., Hamied, F. A., & Suherdi, D. (2020). The development of beliefs and practices of language assessment literacy: does a professional learning community help? Journal of Education for Teaching, 46(3), 414–416. https://doi.org/10.1080/02607476.2020.1761250
Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309–327. https://doi.org/10.1177/0265532213480128
Shim, K. N. (2009). An investigation into teachers’ perceptions of classroom-based assessment of English as a foreign language in Korean primary education [the University of Exeter]. http://hdl.handle.net/10036/67553
Stiggins, R. (1991). Assssment literacy. The Phi Delta Kappan, 72(7) (Mar., 1991), Pp. 534-539, 72(7), 534–539.
Stiggins, R. (1995). Assessment for the 21st literacy century. Phi Delta Kappa International, 77(3), 238–245.
Stiggins, R. (2001). The unfulfilled promise of classroom assessment. Educational Measurement: Issues and Practice.
Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied Linguistics, 29(April 2009), 21–36. https://doi.org/10.1017/S0267190509090035
Tian, W., Louw, S., & Khan, M. K. (2021). Covid-19 as a critical incident: Reflection on language assessment literacy and the need for radical changes. System, 103, 1–10. https://doi.org/10.1016/j.system.2021.102682
Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374–402. https://doi.org/10.1080/15434303.2014.960046
Vogt, K., Tsagari, D., & Spanoudis, G. (2020). What do teachers think they want? a comparative study of in-service language teachers’ beliefs on LAL training needs. Language Assessment Quarterly, 00(00), 1–24. https://doi.org/10.1080/15434303.2020.1781128
Wang, T. H., Wang, K. H., & Huang, S. C. (2008). Designing a Web-based assessment environment for improving pre-service teacher assessment literacy. Computers and Education, 51(1), 448–462. https://doi.org/10.1016/j.compedu.2007.06.010
Webb, N. L. (2002). Assessment literacy in a standards-based urban education setting. In Annual Meeting of the American Educational Research Association, New Orleans, 20 p.
Willis, J., Adie, L., & Klenowski, V. (2013). Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform. Australian Educational Researcher, 40(2), 241–256. https://doi.org/10.1007/s13384-013-0089-9
Xu, Y. (2018). Assessment in the language classroom: teachers support student learning, by L. Cheng and J. Fox (Eds.). London, UK: Palgrave, 2017, 246 pp., $31, ISBN: 978-1-137-46483-5 (paperback). Language Assessment Quarterly, 15(4), 423–425. https://doi.org/10.1080/15434303.2018.1446959
Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.05.010
Yamtim, V., & Wongwanich, S. (2014). A Study of Classroom Assessment Literacy of Primary School Teachers. Procedia - Social and Behavioral Sciences, 116, 2998–3004. https://doi.org/10.1016/j.sbspro.2014.01.696
Zulaiha, S., Mulyono, H., & Ambarsari, L. (2020). An investigation into EFL teachers’ assessment literacy: Indonesian teachers’ perceptions and classroom practice. European Journal of Contemporary Education, 9(1), 189–201. https://doi.org/10.13187/ejced.2020.1.189
American Federation of Teachers, & National Council on Measurement in Education, National Education Association (AFT, NCME, N. (1990). Standards for teacher competence in educational assessment of students. Educational Measurement: Issues and Practice, 9(4), 30–30. https://doi.org/10.1111/j.1745-3992.1990.tb00391.x
Ashraf, H., & Zolfaghari, S. (2018). EFL teachers’ assessment literacy and their reflective teaching. International Journal of Instruction, 11(1), 425–436. https://doi.org/10.12973/iji.2018.11129a
Bahtiar, I., & Purnawarman, P. (2020). Investigating English teachers’ comprehension in Language Assessment Literacy (LAL). Advances in Social Science, Education and Humanities Research, 508, 303–310. https://doi.org/10.2991/assehr.k.201214.253
Braney, B. T. (2010). An examination of fourth grade teachers’ assessment literacy and its relationship to students’ reading achievement (Issue April 2009). University of Hartford.
Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30(1), 3–12. https://doi.org/10.1111/j.1745-3992.2010.00195.x
Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2014). Classroom Assessment for Student Learning (Second Edi, Vol. 2). Pearson Education Limited. http://ir.obihiro.ac.jp/dspace/handle/10322/3933
Chappuis, S., & Stiggins, R. (2020). Classroom assessment for learning. British Society for Middle Eastern Studies. Bulletin, 60(1), 40–43. https://doi.org/10.1080/13530198908705494
Coombs, A., DeLuca, C., LaPointe-McEwan, D., & Chalas, A. (2018). Changing approaches to classroom assessment: An empirical study across teacher career stages. Teaching and Teacher Education, 71, 134–144. https://doi.org/10.1016/j.tate.2017.12.010
Creswell, W. J., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative and Mixed Methods Approaches.
Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327–347. https://doi.org/10.1177/0265532208090156
Deluca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher Candidates’ learning. Assessment in Education: Principles, Policy and Practice, 17(4), 419–438. https://doi.org/10.1080/0969594X.2010.516643
DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2015). Teacher assessment literacy: a review of international standards and measures. Educational Assessment, Evaluation and Accountability, 28(3), 251–272. https://doi.org/10.1007/s11092-015-9233-6
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132. https://doi.org/10.1080/15434303.2011.642041
Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. Profile: Issues in Teachers’ Professional Development, 20(1), 179–195. https://doi.org/10.15446/profile.v20n1.62089
Giraldo, F., & Murcia, D. (2018). Language assessment literacy for pre-service teachers: course expectations from different stakeholders. GiST Education and Learning Research Journal, 16(16), 56–77. https://doi.org/10.26817/16925777.425
Hamied, F. A., & Malik, R. S. (2017). Research Methods: A Guide for First-Time Researchers. Bandung: UPI Press.
Howell, C. A. (2013). Development and Analysis of a measurement scale for Teacher Assessment Literacy. East Carolina University.
Jannati, S. (2015). ELT Teachers’ language assessment literacy: perceptions and practices. Educational Research Association The International Journal of Research in Teacher Education, 6(2), 26–37.
Kaiser, G., & Willander, T. (2005). Development of mathematical literacy: Results of an empirical study. Teaching Mathematics and Its Applications, 24(2–3), 48–60. https://doi.org/10.1093/teamat/hri016
Khadijeh, B., & Amir, R. (2015). Importance of teachers’ assessment literacy. International Journal of English Language Education, 3(1), 139. https://doi.org/10.5296/ijele.v3i1.6887
Koh, K., Burke, L. E. C. A., Luke, A., Gong, W., & Tan, C. (2017). Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design. Language Teaching Research, 22(3), 264–288. https://doi.org/10.1177/1362168816684366
Lam, R. (2014). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169–197. https://doi.org/10.1177/0265532214554321
Lam, R. (2019). Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong. System, 81, 78–89. https://doi.org/10.1016/j.system.2019.01.006
Lan, C., & Fan, S. (2019). Developing classroom-based language assessment literacy for in-service EFL teachers: The gaps. Studies in Educational Evaluation, 61(8), 112–122. https://doi.org/10.1016/j.stueduc.2019.03.003
Luthfiyyah, R., Basyari, I. W., & Dwiniasih, D. (2020). EFL secondary teachers’ assessment literacy: Assessment conceptions and practices. Journal on English as a Foreign Language, 10(2), 402–421. https://doi.org/10.23971/jefl.v10i2.2101
MacCarthy, M. (2014). Student Privacy: Harm and Context. International Review of Information Ethics, 21, 11–24.
Muhammad, F., & Bardakçi, M. (2019). Iraqi EFL Teachers’ Assessment Literacy: Perceptions and Practices. Arab World English Journal, 10(2), 431–442. https://doi.org/10.24093/awej/vol10no2.33
Pastore, S., & Andrade, H. L. (2019). Teacher assessment literacy: A three-dimensional model. Teaching and Teacher Education, 84, 128–138. https://doi.org/10.1016/j.tate.2019.05.003
Pill, J., & Harding, L. (2013). Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 30(3), 381–402. https://doi.org/10.1177/0265532213480337
Popham, W. J. (2011). Assessment literacy overlooked: A teacher educator’s confession. Teacher Educator, 46(4), 265–273. https://doi.org/10.1080/08878730.2011.605048
Prasetyo, A. H. (2018). Language assessment literacy development: a student-teacher’s experiences in teaching practice program. LLT Journal : A Journal on Language and Language Teaching, 21(2), 199–206.
Puspawati, I. (2019). Understanding teachers’ knowledge, skills, and principles on language assessment: a survey on teachers’ language assessment literacy. Atlantis Press, 353(IcoSIHESS), 70–75. https://doi.org/10.2991/icosihess-19.2019.11
Quilter, S. M., & Gallini, J. K. (2000). Teachers’ assessment literacy and attitudes. Teacher Educator, 36(2), 115–131. https://doi.org/10.1080/08878730009555257
Rad, M. R. (2019). The Impact of EFL teachers’ assessment literacy on their assessment efficiency in classroom. Britain International of Linguistics Arts and Education (BIoLAE) Journal, 1(1), 9–17. https://doi.org/10.33258/biolae.v1i1.14
Rusli. (2017). EFL teachers’ perception and practice on formative assessment. Universitas Pendidikan Indonesia.
Saputra, E. R., Hamied, F. A., & Suherdi, D. (2020). The development of beliefs and practices of language assessment literacy: does a professional learning community help? Journal of Education for Teaching, 46(3), 414–416. https://doi.org/10.1080/02607476.2020.1761250
Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309–327. https://doi.org/10.1177/0265532213480128
Shim, K. N. (2009). An investigation into teachers’ perceptions of classroom-based assessment of English as a foreign language in Korean primary education [the University of Exeter]. http://hdl.handle.net/10036/67553
Stiggins, R. (1991). Assssment literacy. The Phi Delta Kappan, 72(7) (Mar., 1991), Pp. 534-539, 72(7), 534–539.
Stiggins, R. (1995). Assessment for the 21st literacy century. Phi Delta Kappa International, 77(3), 238–245.
Stiggins, R. (2001). The unfulfilled promise of classroom assessment. Educational Measurement: Issues and Practice.
Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied Linguistics, 29(April 2009), 21–36. https://doi.org/10.1017/S0267190509090035
Tian, W., Louw, S., & Khan, M. K. (2021). Covid-19 as a critical incident: Reflection on language assessment literacy and the need for radical changes. System, 103, 1–10. https://doi.org/10.1016/j.system.2021.102682
Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374–402. https://doi.org/10.1080/15434303.2014.960046
Vogt, K., Tsagari, D., & Spanoudis, G. (2020). What do teachers think they want? a comparative study of in-service language teachers’ beliefs on LAL training needs. Language Assessment Quarterly, 00(00), 1–24. https://doi.org/10.1080/15434303.2020.1781128
Wang, T. H., Wang, K. H., & Huang, S. C. (2008). Designing a Web-based assessment environment for improving pre-service teacher assessment literacy. Computers and Education, 51(1), 448–462. https://doi.org/10.1016/j.compedu.2007.06.010
Webb, N. L. (2002). Assessment literacy in a standards-based urban education setting. In Annual Meeting of the American Educational Research Association, New Orleans, 20 p.
Willis, J., Adie, L., & Klenowski, V. (2013). Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform. Australian Educational Researcher, 40(2), 241–256. https://doi.org/10.1007/s13384-013-0089-9
Xu, Y. (2018). Assessment in the language classroom: teachers support student learning, by L. Cheng and J. Fox (Eds.). London, UK: Palgrave, 2017, 246 pp., $31, ISBN: 978-1-137-46483-5 (paperback). Language Assessment Quarterly, 15(4), 423–425. https://doi.org/10.1080/15434303.2018.1446959
Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.05.010
Yamtim, V., & Wongwanich, S. (2014). A Study of Classroom Assessment Literacy of Primary School Teachers. Procedia - Social and Behavioral Sciences, 116, 2998–3004. https://doi.org/10.1016/j.sbspro.2014.01.696
Zulaiha, S., Mulyono, H., & Ambarsari, L. (2020). An investigation into EFL teachers’ assessment literacy: Indonesian teachers’ perceptions and classroom practice. European Journal of Contemporary Education, 9(1), 189–201. https://doi.org/10.13187/ejced.2020.1.189