ASSESSMENT LITERACY ANALYSIS ON DESIGNING CLASSROOM LANGUAGE TEST

摘要

Assessment has been widely discussed by many researchers. There were some researches had found that practices of assessment are different among language teachers. One of it was conducted by Lopez and Bernal (2009) which showed that administration of assessment depended on the knowledge and information got by the teachers (those who joined the assessment training and those who did not). This study aims at knowing whether the assessment literacy of the EFL teachers who teach at secondary schools in Central Java Indonesia influences its practices in the classroom. The study was conducted in qualitative paradigm in the context of observing the EFL teachers activities in developing classroom language test. There were more than 10 teachers who were observed. The checklist quessionnaires were used to gather the data. The findings showed that the teachers did not comprehend the information of steps in designing the classroom assessment. They had already known how to relate the purposes of instructional process and objectives of the assessment. However, they had not got enough information how to set up the test specification, and how to devise the appropriate test types. Hence, EFL teachers have to improve their assessment literacy since high quality assessment needs planning, designing, appropriate implementation, monitoring and evaluation.