Andrzej Cirocki, Syafiul Anam, Nur Arifah Drajati, Bill Soden
Using a sequential explanatory design, this study investigated levels of assessment literacy among pre-service English as a foreign language teachers in Indonesia and their views on how their undergraduate teacher education programmes prepared them for classroom assessment. A total of 320 pre-service teachers completed a Language Assessment Literacy (LAL) questionnaire, and 37 participated in semi-structured interviews. Findings indicated moderate overall LAL, with significant differences based on university status and affiliation, favouring state and Ministry of Education-affiliated universities. There was general satisfaction with education programmes but a desire for more practical training, especially in private and Ministry of Religious Affairs-affiliated universities. Recommendations included increasing practical assessment training, incorporating alternative methods, and integrating technology and Artificial Intelligence into the curriculum. These findings highlight the need to enhance and standardise LAL training to prepare pre-service teachers for effective classroom assessment in Indonesia. © Urmia University Press
University of York, United Kingdom; Universitas Negeri Surabaya, Indonesia; Universitas Sebelas Maret, Indonesia; Independent Scholar, United Kingdom
