Investigating Teachers’ Language Assessment Literacy in The Implementation of the Merdeka Belajar (Freedom of Learning) Curriculum
DOI:
https://doi.org/10.29408/veles.v7i1.7624Keywords:
LAL, Language assessment, Language Assessment Literacy, Merdeka Belajar curriculum, Freedom of Learning CurriculumAbstract
Teachers' language assessment literacy (LAL) is critical to the success of education, the quality of students' learning, and students' willingness to study. Yet, studies on teachers' LAL preparation to face the Merdeka Belajar (Freedom of Learning) curriculum are still scarce. Most LAL studies used questionnaires to assess teachers' knowledge. In contrast to that, this study utilized teachers’ LAL knowledge test adapted from Al-bahlani (2019). This study investigates teachers' self-perceived LAL consisting of competence, frequency of practice, and assessment knowledge in The Association of English Teachers Banyumas district region (MGMP) with a total of 77 participants involved by investigating teachers' self-perceived LAL consisting of competence, frequency of practice, and assessment knowledge. The current study utilized two data sources, including a questionnaire and a language assessment knowledge test to employ a quantitative methodology using MANOVA and Pearson’s product-moment correlation. The results showed both strengths and weaknesses in the teachers’ LAL, as well as matches and mismatches between teachers' self-perceived and shown assessment knowledge. Overall, EFL teachers in Banyumas regency are at a fair level of LAL and pre-service training in assessment was the variable with the greatest impact on teachers' LAL. Future research may also require investigating the objectives, actions, and outcomes of assessment training provided by teachers’ training institutes and professional development programs.
Keywords: LAL, Language assessment, Language Assessment Literacy, Merdeka Belajar curriculum, Freedom of Learning Curriculum.
References
Al-bahlani, S. M. (2019). Assessment literacy: A study of EFL teachers’ assessment knowledge, perspectives, and classroom behaviors. [Doctoral dissertation, The University of Arizona]. The University of Arizona. https://repository.arizona.edu/handle/10150/633240
Alkharusi, Hussain., et al. (2014). Educational assessment profile of teachers in the Sultanate of Oman. International Education Studies, 7(5), 116–137. https://doi.org/10.5539/ies.v7n5p116.
Alkharusi, H. (2013). Canonical correlation models of students’ perceptions of assessment tasks, motivational orientations, and learning strategies. International Journal of Instruction, 6(1), 21–38.
Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2012). Educational Assessment Attitudes, Competence, Knowledge, and Practices: An Exploratory Study of Muscat Teachers in the Sultanate of Oman. Journal of Education and Learning, 1(2), 217–232. https://doi.org/10.5539/jel.v1n2p217
Anam, S., & Putri, N. V. W. (2021). How literate am I about assessment: Evidence from Indonesian EFL pre-service and in-service teachers. English Review: Journal of English Education, 9(2), 377–388. https://doi.org/10.25134/erjee.v9i2.4374
Aulia, Reiga W. (2021). Teachers' perception on the new policy called Merdeka Belajar; a page of lesson plan. Fikrotuna, 14(2). https://doi.org/10.32806/jf.v14i02.5194
Auliya, P. K. (2022). The involvement of English teachers on minimum competency assessment (AKM). Premise: Journal of English Education, 11(1), 82. https://doi.org/10.24127/pj.v11i1.4228
Bahtiar, I., & Purnawarman, P. (2020). Investigating English Teachers’ Comprehension in Language Assessment Literacy (LAL). Advances in Social Science, Education and Humanities Research, 508. http://creativecommons.org/licenses/by-nc/4.0/
Basturkmen, H. (2012). Review of research into the correspondence between language
teachers’ stated beliefs and practices. System, 40(2), 282–295. https://doi.org/10.1016/j.system.2012.05.001
Brookhart, S. M. (2011). Educational Assessment Knowledge and Skills for Teachers. Educational Measurement: Issues and Practice, 30(1), 3–12. https://doi.org/10.1111/j.1745-3992.2010.00195.x
Bustamante, Analynn. (2022). Language assessment literacy of middle school english teachers in Mexico. Languages, 7(32). https:// doi.org/10.3390/languages7010032
Campbell, C., Murphy, J. A., & Holt, J. K. (2002). Psychometric analysis of an assessment literacy instrument: Applicability to pre service teachers. Paper presented at the meeting of the Mid-Western Educational Research Association.
DeLuca, Christopher., & Johnson, Sandra. (2017). Developing assessment capable teachers in this age of accountability. Assessment in Education: Principles, Policy & Practice, 24(2), 121-126. https://doi.org/10.1080/0969594X.2017.1297010
DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2015). Teacher assessment literacy: a review of international standards and measures. Educational Assessment, Evaluation and Accountability, 28(3), 251–272. https://doi.org/10.1007/s11092-015-9233-6
Dixon, W. J., & Massey, F. J. (1987). Pengantar Analisis Statistik/Wilfrid J.
Dixon, Frank J. Massey; Penerjemah, Sri Kustamtini Samiyono; Editor,
Zanzawi Soejoeti. Rajawali
Fitriyah, I., Masitoh, F., & Widiati, U. (2022). Classroom-based language assessment literacy and professional development needed between novice and experienced EFL teachers. Indonesian Journal of Applied Linguistics, 12(1), 126–136. https://doi.org/10.17509/ijal.v12i1.46539
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132. https://doi.org/10.1080/15434303.2011.642041
Genç, E.A., Çalışkan, H., & Yüksel, A.P. (2020). Language assessment literacy level of EFL teachers: A focus on writing and speaking assessment knowledge of the teachers. Sakarya University Journal of Education, 274–291. https://doi.org/10.19126/suje.626156.
Giraldo, F., & Murcia, D. (2018). Language assessment literacy for pre-service teachers: course expectations from different stakeholders. GiST Education and Learning Research Journal, 16(16), 56–77. https://doi.org/10.26817/16925777.425
Gotch, C. M., & French, B. F. (2014). A systematic review of assessment literacy measures. Educational Measurement: Issues and Practice, 33(2), 14–18. https://doi.org/10.1111/emip.12030
Gultom, Effendy. (2016). Assessment and evaluation in EFL teaching and learning. ISELT 2016 The Fourth International Seminar on English Language and Teaching (ISELT-4): Vol 4(1). Igniting a Brighter Future of EFL Teaching and Learning in Multilingual Societies (pp. 190-198). English Department, Faculty of Languages and Arts Universitas Negeri Padang. http://ejournal.unp.ac.id/index.php/selt/article/view/6928/5462
Herrera, L. & Macías, D. (2015). A call for language assessment literacy in the education and development of teachers of English as a foreign language. Colomb. Appl. Linguist. J., 17(2), pp. 302-312. https://doi.org/10.14483/udistrital.jour.calj.2015.2.a09
Howell, C. A. (2013). Development and Analysis of a measurement scale for Teacher Assessment Literacy. [Master's thesis, East Carolina University]. East Carolina University. http://hdl.handle.net/10342/1800
Kılıç, Pınar. (2022). Assessment Literacy Perceptions of Tertiary Level English Language Professionals. [Master Thesis, İhsan Doğramacı Bilkent University]. İhsan Doğramacı Bilkent University.
Koh, Kim & Burke, Lydia & Luke, Allan & Gong, Wengao & Tan, Charlene. (2017). Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design. Language Teaching Research, 22(3), 264-288. https://doi.org/10.1177/1362168816684366.
Latif, M. W. (2021). Exploring tertiary EFL practitioners’ knowledge base component of assessment literacy: Implications for teacher professional development. Language Testing in Asia, 11(19), 1–22. https://doi.org/10.1186/s40468-021-00130-9
Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169–197. https://doi.org/10.1177/0265532214554321
Lam, R. (2019). Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong. System, 81(1), 78–89. https://doi.org/10.1016/j.system.2019.01.006
Lan, C., & Fan, S. (2019). Developing classroom-based language assessment literacy for in-service EFL teachers: The gaps. Studies in Educational Evaluation, 61, 112–122. https://doi.org/10.1016/j.stueduc.2019.03.003
Luthfiyyah, Roghibatul., Basyari, Iin Wariin., Dwiniasih, Dwiniasih. (2020). EFL secondary teachers’ assessment literacy: Assessment conceptions and practices. Journal on English as a Foreign Language, 10(2), 402–421.
Massey, K. D., DeLuca, C., & LaPointe-McEwan, D. (2020). Assessment literacy in college teaching: Empirical evidence on the role and effectiveness of a faculty training course. To Improve the Academy: A Journal of Educational Development, 39(1). http://dx.doi.org/10.3998/tia.17063888.0039.109
Mertler, C. A. (2009). Teachers’ assessment knowledge and their perceptions of the impact of classroom assessment professional development. Improving Schools, 12(2), 101–113. https://doi.org/10.1177/1365480209105575
Mertler, C. A. and Campbell, C. (2005). Measuring Teachers’ Knowledge &Applica- tion of Classroom Assessment Concepts: Development of the” Assessment Lit- eracy Inventory”. Online Submission.
Mertler, C. (2004). Secondary teachers' assessment literacy: Does classroom experience make a difference?. American Secondary Education, 33(1), 49–64.
Plake, B. S., & Impara, J. C. (1993). Teacher assessment literacy: Development of training modules. Annual Meeting of the National Council on Measurement in Education, Atlanta, GA, April 1993.
Plake, B. S., Impara, J. C., & Fager, J. J. (1993). Assessment competencies of teachers: A national survey. Educational Measurement: Issues and Practice, 12(4), 10–12. https://doi.org/10.1111/j.1745-3992.1993.tb00548.x
Prasetyo, A. H. (2018). Language assessment literacy development: A student-teacher’s experiences in teaching practice programs. LLT Journal: A Journal on Language and Language Teaching, 21(2), 199–206. https://doi.org/10.24071/llt.2018.210209
Puspawati, I. (2022). Teachers language assessment literacy: A systematic review. Indonesian EFL Journal, 8(1), 113-126. https://doi.org/10.25134/ieflj.v8i1.5613
Rad, M. R. (2019). The Impact of EFL teachers’ assessment literacy on their assessment efficiency in classroom. Britain International of Linguistics Arts and Education (BIoLAE) Journal, 1(1), 9–17. https://doi.org/10.33258/biolae.v1i1.14
Smith, L., Hill, M., Cowie, B., Gilmore, A. (2014). Preparing Teachers to Use the Enabling Power of Assessment. In: Wyatt-Smith, C., Klenowski, V., Colbert, P. (eds), Designing Assessment for Quality Learning. The Enabling Power of Assessment, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5902-2_19
Sulaiman, Duaa., Marandi, S. Susan., & Tajik, Leila. (2021). The status quo of language assessment literacy among Syrian EFL teachers. Applied Research on English Language, 10(2), 33-60. https://doi.org/10.22108/ARE.2021.126136.1657
Louw, S. R., Watson, T., & Jimarkon, P. (2014). Teacher trainers’ belief about feedback on
teaching practice: Negotiating the tension between authoritativeness and dialogic space. Applied Linguistics, 37(6), 745–764. https://doi.org/10.1093/applin/amu062
Tsagari, D. (2020). Language assessment literacy. In Hidri, Sahbi (Ed), Perspectives on language assessment literacy. Routledge. https://doi.org/10.4324/9781003016083
Umam, A., & Indah, Yani Awalia. (2020). Exploring In-Service TEYL Teachers' Assessment Literacy: Implication for Continuing Professional Development. JEES (Journal of English Educators Society), 5(1), 47–51. https://doi.org/10.21070/jees.v5i1 .364
Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374–402. https://doi.org/10.1080/15434303.2014.960046
Widiastuti, I. (2021). Assessment and feedback practices in the EFL classroom. REID (Research and Evaluation in Education), 7(1), 13–22. https://doi.org/10.21831/reid.v7i1.37741
Xu, Y., & Brown, G. T. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.05.010
Zulaiha, Siti & Mulyono, Herri. (2020). Exploring junior high school EFL teachers’ training needs of assessment literacy. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1772943
Downloads
Additional Files
Published
How to Cite
Issue
Section
License
Authors who publish with the VELES Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
