EFL TEACHERS’ LANGUAGE ASSESSMENT LITERACY AND THEIR ASSESSMENT PRACTICES: A CASE STUDY FROM AN INDONESIAN HIGHER EDUCATION CONTEXT

Authors

DOI:

https://doi.org/10.20535/2410-8286.344116

Keywords:

Language assessment literacy, Assessment practices, EFL Teachers, Higher education, Qualitative case study, Teacher perception

Abstract

Research on EFL teachers' language assessment literacy (LAL) and its reflection in their assessment practices remains relatively limited. The current research aims to seek answers to the questions: (1) How did the five EFL teachers perceive their LAL knowledge, skills, and principles in their assessment context? (2) How were these components reflected in their assessment practices? A qualitative case study approach, involving five experienced EFL teachers in an Indonesian university, was employed. The data were collected through two in-depth semi-structured interviews and an analysis of participants’ assessment documents. The interviews and document analysis explored participants’ LAL and their assessment practices. The assessment documents were analyzed using conventional content analysis to investigate participants’ actual assessment practices.  The findings indicated that the participants’ perceived LAL was not fully manifested in their assessment practices within this departmental context. The participants in this particular institutional context demonstrated the strongest understanding of LAL principles, followed by the skills and knowledge components, which revealed tensions among these components. Regarding assessment practices, the participants demonstrated competence in using various types of assessments aligned with institutional policies. However, discrepancies were identified between their LAL and actual practices, which may be influenced by external factors. Implications for the participants’ future professional development were discussed.

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Author Biographies

Indah Puspawati, Universitas Muhammadiyah Yogyakarta

English Language Education Department, Faculty of Language Education

Sri Rejeki Murtiningsih, universitas Muhammadiyah Yogyakarta

English Language Education Department, Faculty of Language Education

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Published

2025-12-31

How to Cite

Puspawati, I., & Murtiningsih, S. R. (2025). EFL TEACHERS’ LANGUAGE ASSESSMENT LITERACY AND THEIR ASSESSMENT PRACTICES: A CASE STUDY FROM AN INDONESIAN HIGHER EDUCATION CONTEXT. Advanced Education, 19(27), 60–80. https://doi.org/10.20535/2410-8286.344116

Issue

2025: Issue 27

Section

ARTICLES

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Copyright (c) 2025 Indah Puspawati, Sri Rejeki Murtiningsih. Cover image generated with the assistance of Bing Image Creator.

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