English Teachers' Assessment Literacy: Teachers' Understanding Toward Traditional and Alternatives in Assessment at School Cluster 01 Legok - Tangerang

dr. h. gunawan suryoputro, m. hum.; prof.dr.h. gunawan suryosaputro, m.hum; ujang suparman, ma, ph.d;

The research was conducted to examine how well English teachers in Junior
High level understand assessment as well as finding out the most frequently used
assessment-related practices by English teachers in Junior High level to promote
students learning. This research was also aimed to investigate the washback effect of English teachers’ assessment literacy toward the students’ learning activities. It is a qualitative inquiry which adopts a case study involving 4 representative teachers from 4 different Junior High schools at school cluster 01 Legok – Tangerang. Based on the data analysis, there were two participants could well-understood what assessment is and why are they apply it. Both were familiar with traditional and alternatives in assessment and could recognize it properly. Further, one female participant still has misunderstanding toward traditional assessment, while another male participant has a misconception toward both types of assessment that resulted in misunderstanding toward it. In term of the most frequently used assessment types, the inventory which uses Likert-scales response of frequency shown that total 18 responses choose multiple choices as the most frequently used traditional assessment type. Whereas, total 20 responses choose performance-based as the most frequently used alternative assessment types. The result of the study on washback effect indicated that three out of four participants strongly agreed that the tests they gave to the students are appropriate with what they have taught. Similarly and they also strongly agreed that the result of the tests motivate the students’ to be active and curious while only 2 participants agreed that the result of the tests imply whether or not the teachers have to improve their teaching. It is suggested that English teachers should improve their assessment literacy through self-development by reading update assessment-related materials, as well as joining assessment-related teacher training and workshop. For further study, it is
recommended that the scope of the research should be expanded to other aspects.