EFL Teachers’ Assessment Literacy in Reading Comprehension: Exploring Novice and Experienced Indonesia English Teachers’ Perception and Practices

Abstract

This study explores the assessment literacy of novice and experienced English as a Foreign Language (EFL) teachers in Indonesia, specifically focusing on their perceptions and practices in reading comprehension assessment. Despite the critical role of assessment literacy in fostering effective teaching and learning, research indicates that many EFL teachers face challenges in aligning their assessment practices with contemporary educational goals, such as fostering higher-order cognitive skills. Using a qualitative research design, the study involved nine EFL teachers from junior high schools in Indonesia, including four novice and five experienced teachers. Data were collected through a combination of unstructured and structured interviews, allowing for an in-depth exploration of teachers' beliefs, experiences, and practices regarding reading comprehension assessments. The findings reveal that novice teachers primarily rely on traditional, surface-level assessments such as multiple-choice questions and short-answer tasks, focusing largely on factual recall. In contrast, experienced teachers demonstrate a more nuanced understanding of assessment, incorporating a broader range of assessment methods that promote deeper comprehension, such as open-ended questions and group discussions. However, both groups face significant challenges, including institutional pressures to use summative assessments, limited resources, and a lack of professional development opportunities. The study underscores the importance of enhancing assessment literacy through targeted professional development programs and institutional support, aimed at equipping teachers with the necessary skills to implement more dynamic, student-centered assessment practices. This research contributes to the understanding of how assessment literacy develops over time and the systemic barriers that hinder the effective implementation of formative assessments in EFL classrooms.