Exploring Pre-Service English As A Foreign Language (EFL) Teachers' Assessment Literacy: Assessment and Self-Efficacy Perceptions

eti rochaety, se, mm dan nuryadi wijiharjono, se, mm; siti zulaiha, m.a, ph.d; herri mulyono, ph.d;

The backgrounds of the problem in this thesis are the teachers’ assessment literacy and the level of their self-efficacy are relatively low. This thesis aims to explore pre-service EFL teachers’ perception about assessment and examine their self-efficacy in assessment in the English Teacher Education Program of University of Muhammadiyah Prof. DR. HAMKA (UHAMKA), Jakarta. The method used in this study is qualitative method using a case study approach. The researcher collected the data by using questionnaire and interview. The questionnaire was divided into two sections. First section consists of 5 items that have to be explained by pre-service EFL teachers. Second section consists of 17 items that have to be responded on a five-point scale. There are 23 pre-service EFL teachers that participated in this study. They are the sixth to twelve semester students of English Teacher Education Program in University of Muhammadiyah Prof. DR. HAMKA (UHAMKA). From the total 23 pre-service EFL teachers that were given questionnaire, there were 5 pre-service EFL teachers that were selected randomly to be interviewed. The study reveals that pre-service EFL teachers perceive assessment as an action to evaluate the students’ competence during the study. Most of them know and understand the basic concept of assessment. Their perceptions are determined based on their different experience. Then, based on their perception about their self-efficacy, most of them feel having a good preparedness in assessment, but fragile.