An assessment is a crucial activity in the
teaching and learning process, in fact, some teachers ignore the validity and
reliability of assessment, whereas the ability to devise valid and reliable
assessment methods to examine the student’s learning progress is the important
thing to measure how effective the teaching is. This study was aimed at : (1) investigating the secondary school EFL
teachers’ understanding, perspective, and classroom practice on language
assessment literacy, and (2) identifying the factors that influence the
secondary school EFL teachers’ knowledge and classroom practice on language assessment
literacy. This research was conducted in
three different backgrounds of schools, they were public schools, vocational schools,
and Islamic Boarding Schools. This study employed case study research and the
theoretical framework of the Teachers Assessment Literacy Questionnaire (TALQ) proposed
by Plake et al (1993). The data was obtained by questionnaire, interview,
document analysis, and observations then analyzed using thematic analysis. The
result showed that (1) the teachers already had very good knowledge and had
positive perspectives regarding to assessment literacy. their knowledge,
perspective and classroom practice involved: a) the relevance between
assessment method and instructional objectives, b) the development of
assessment and management of learning outcomes, c) the benefits of assessment
d) the form of assessments e) the ranking of assessments results f) unethical
action in conducting assessment. (2) The factors that influence teachers’
knowledge perspective and classroom practice on language assessment literacy
were: a) the participation of secondary EFL teachers in the training activity,
b) teaching experiences, c) teaching difficulties, d) the support from
educational institutions, and e) assessment materials were obtained in the
university. This study might contribute to the teachers in carrying assessments
following standards, and for educational institutions, should be aware of the
teachers’ competency to increase teachers’ competence and enthusiasm in
carrying out better assessments.
