Investigating Teachers' Assessment Literacy: A Case Study of EFL Junior High School Teachers' Perception And Practices

prof. nurachman hanafi, ma., ph.d; siti zulaiha, m.a, ph.d; herri mulyono, ph.d;

Assessment played significant role in teaching and learning. Through
assessment, teachers are able to evaluate whether the education goals and
standards of lessons are being met. By assessing teachers are able to make use of
assessment to help their plan effective and individualized instruction which meet
the student’s need. Unfortunately, several studies shown that most teachers still
not prepared sufficiently to carry out an assessment. This study, therefore, aims at
exploring about in-service EFL teachers’ perceptions in assessment literacy and to
what extent teachers’ assessment literacy is reflected in classroom practice of the
junior high schools teachers in Bekasi. In order to explore these aspects, a mixed method with case study design was employed. There were twenty two teachers from six different junior high schools involved in this study. In data collection, the researcher collected data through questionnaire, interview and documentation.
The finding revealed that there is a match between teachers’ perception
and what they practice in classroom. It seems that the teachers have high score
both in perception and practice in whole stages. Based on the findings, there were
some recommendations provided for teachers. Teachers should consider not only
use one or two tests but more often use a variety of test. Moreover, teachers
should strive for students to gain resources not only from teachers but also from
other media.