Exploring Classroom-Based Speaking Assessment Literacy Among Novice English Teachers: Assessment Knowledge and Classroom Enactment
Abstract views: 105
PDF downloads: 67
Keywords:
speaking assessment, classroom-based speaking assessment literacy, novice English teachers, teacher assessment literacy in practiceAbstract
This study explores classroom-based speaking assessment literacy among novice English teachers who had completed Indonesia's PPG Prajabatan program, focusing on assessment knowledge and its relationship to classroom enactment. A qualitative multiple-case study was conducted in two phases. In Phase 1, ten teachers completed scenario-based tasks concerning assessment purposes, content/criteria, and methods, and seven participated in interviews. In Phase 2, classroom observations, follow-up interviews, and instructional documents were used to examine the practices of three focal teachers. Data were analyzed using the Teacher Assessment Literacy in Practice (TALiP) framework. The findings show that eight participants articulated formative purposes and six articulated summative purposes. Pronunciation and fluency were the most frequently identified criteria, while presentation or monologic performance was the most frequently articulated assessment method. In the three observed classrooms, speaking assessment served both learning and grading purposes, indicating broad correspondence in assessment purposes. However, criteria documented in lesson plans were not explicitly communicated to students during the observed speaking tasks, indicating a planning–practice discrepancy. Oral performance tasks were used in practice, but teachers relied substantially on scripted and rehearsed performances, which they described as necessary for learners with basic English proficiency and as manageable within classroom constraints. This reliance limited opportunities to observe more spontaneous oral language use. Overall, the relationship between assessment knowledge and classroom enactment varied across assessment domains and was context-dependent.
Downloads
References
Alderson, J. C., Brunfaut, T., & Harding, L. (2017). Bridging assessment and learning: A view from second and foreign language assessment. Assessment in Education: Principles, Policy & Practice, 24(3), 379–387. https://doi.org/10.1080/0969594X.2017.1331201
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
Aria, D., Sukyadi, D., & Eri Kurniawan. (2021). Teacher assessment literacy: Indonesian EFL secondary teachers’ self-perceived on classroom-based assessment practice. English Review: Journal of English Education, 10(1), 15–26. https://doi.org/10.25134/erjee.v10i1.5349
Bachman, L., & Palmer, A. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford University Press.
Bailey, K. M. (2006). Issues in teaching speaking skills to adult ESOL learners. Review of Adult Learning and Literacy, 6, 113-164.
Baker, B. (2016). Language assessment literacy as professional competence: The case of Canadian admissions decision makers. Canadian Journal of Applied Linguistics, 19(1), 63–83. https://journals.lib.unb.ca/index.php/CJAL/article/view/23033
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Ascd.
Carless, D. (2007). Learning‐oriented assessment: Conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57–66. https://doi.org/10.1080/14703290601081332
Carless, D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69(6), 963–976. https://doi.org/10.1007/s10734-014-9816-z
Chen, Y.-M. (2008). Learning to self-assess oral performance in English: A longitudinal case study. Language Teaching Research, 12(2), 235–262. https://doi.org/10.1177/1362168807086293
Coombs, A., DeLuca, C., LaPointe-McEwan, D., & Chalas, A. (2018). Changing approaches to classroom assessment: An empirical study across teacher career stages. Teaching and Teacher Education, 71, 134–144. https://doi.org/10.1016/j.tate.2017.12.010
Crusan, D., Plakans, L., & Gebril, A. (2016). Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices. Assessing Writing, 28, 43–56. https://doi.org/10.1016/j.asw.2016.03.001
Damayanti, F. Y., Setyaningsih, E., & Sumardi, S. (2024). Teachers’ language assessment literacy: Indonesian secondary EFL teachers’ knowledge, perspective, and classroom practice. Tarbiyah : Jurnal Ilmiah Kependidikan, 13(2), 171–185. https://doi.org/10.18592/tarbiyah.v13i2.13602
Davies, A. (2008). Textbook trends in teaching language testing. Language Testing, 25(3), 327–347. https://doi.org/10.1177/0265532208090156
Davison, C., & Leung, C. (2009). Current issues in English language teacher‐based assessment. TESOL Quarterly, 43(3), 393–415. https://doi.org/10.1002/j.1545-7249.2009.tb00242.x
Derakhshan, A., & Ghiasvand, F. (2022). Demystifying Iranian EFL teachers’ perceptions and practices of learning-oriented assessment (LOA): Challenges and prospects in focus. Language Testing in Asia, 12(1), 55. https://doi.org/10.1186/s40468-022-00204-2
Derakhshan, A., Shakki, F., & Sarani, M. A. (2020). The effect of dynamic and non-dynamic assessment on the comprehension of Iranian intermediate EFL learners’ speech acts of apology and request. Language Testing in Asia, 12(1), 55.
Direktorat Jenderal Guru dan Tenaga Kependidikan. (2023). Peraturan Direktur Jenderal Guru dan Tenaga Kependidikan Nomor 4560/B/HK.03.01/2023 tentang Petunjuk Teknis Pelaksanaan Program Pendidikan Profesi Guru Prajabatan. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Direktorat Jenderal Guru, Tenaga Kependidikan, dan Pendidikan Guru. (2024). Perdirjen GTK Nomor 441 Tahun 2024 tentang Pedoman Penyelenggaraan Pendidikan Profesi Guru. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. https://ppg.kemendikdasmen.go.id/storage/2025/Perdirjen%20GTK%20Nomor%20441%20Tahun%202024%20%20tentang%20Pedoman%20Penyelenggaraan%20PPG.pdf
Duff, P. A. (2018). Case study research in applied linguistics. Routledge.
Estaji, M., & Ghiasvand, F. (2021). Assessment perceptions and practices in academic domain: The design and validation of an assessment identity questionnaire (TAIQ) for EFL teachers (Pt. 103-131). International Journal of Language Testing, 11(1).
Farmasari, S., Wardana, L. A., Baharudin, B., Herayana, D., & Suryaningsih, H. (2023). Pre-service EFL teachers’ language assessment literacy satisfaction and assessment preparedness. International Journal of Language Education, 7(4). https://doi.org/10.26858/ijole.v7i4.47445
Fitriyah, I., Masitoh, F., & Widiati, U. (2022). Classroom-based language assessment literacy and professional development need between novice and experienced EFL teachers. Indonesian Journal of Applied Linguistics, 12(1), 124–134. https://doi.org/10.17509/ijal.v12i1.46539
Fulcher, G. (2003). Testing second language speaking. Routledge. https://doi.org/10.4324/9781315837376
Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132. https://doi.org/10.1080/15434303.2011.642041
Fulcher, G. (2015). Assessing second language speaking. Language Teaching, 48(2), 198–216. https://doi.org/10.1017/S0261444814000391
Fulcher, G. (2021). Language assessment literacy in a learning-oriented assessment framework. In Learning-oriented language assessment: Putting theory into practice (pp. 34–48). Routledge. https://doi.org/10.4324/9781003014102
Gan, Z., Leung, C., He, J., & Nang, H. (2019). Classroom assessment practices and learning motivation: A case study of Chinese EFL students. TESOL Quarterly, 53(2), 514–529. https://doi.org/10.1002/tesq.476
Giraldo, F. (2018). Language assessment literacy: Implications for language teachers. Profile: Issues in Teachers´ Professional Development, 20(1), 179–195. https://doi.org/10.15446/profile.v20n1.62089
Hakim, L. N., Widiati, U., Purwaningsih, S., Wulyani, A. N., & Mulyanti, W. (2024). Revisiting the content and instruction of TEFL methodology course: A needs analysis. Pegem Journal of Education and Instruction, 14(1), 167–177. https://doi.org/https://doi.org/10.47750/pegegog.14.01.19
Inayah, N., Komariah, E., & Nasir, A. (2019). The practice of authentic assessment in an EFL speaking classroom. Studies in English Language and Education, 6(1), 152–162. https://doi.org/10.24815/siele.v6i1.13069
Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385–402. https://doi.org/10.1177/0265532208090158
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. (2022). Permendikbudriset No. 21 Tahun 2022 tentang Standar Penilaian Pendidikan pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah—JDIH BPK. Database Peraturan | JDIH BPK. https://peraturan.bpk.go.id/Details/224425/permendikbudriset-no-21-tahun-2022
Koh, K., Burke, L. E. C.-A., Luke, A., Gong, W., & Tan, C. (2018). 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
Kremmel, B., & Harding, L. (2020). Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups: Developing the language assessment literacy survey. Language Assessment Quarterly, 17(1), 100–120. https://doi.org/10.1080/15434303.2019.1674855
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
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
Levi, T., & Inbar-Lourie, O. (2020). Assessment literacy or language assessment literacy: Learning from the teachers. Language Assessment Quarterly, 17(2), 168–182. https://doi.org/10.1080/15434303.2019.1692347
Li, J., & Gu, P. Y. (2023). Developing classroom-based formative assessment literacy: An EFL teacher’s journey. Chinese Journal of Applied Linguistics, 46(2), 198–218. https://doi.org/10.1515/CJAL-2023-0204
Luoma, S. (2004). Assessing speaking (6. print). Cambridge University Press.
Luthfiyyah, R., Basyari, I. W., & Dwiniasih, D. (2020a). EFL secondary teachers’ assessment literacy: Assessment conceptions and practices. Journal on English as a Foreign Language, 10(2), 402–421. https://doi.org/10.23971/jefl.v10i2.2101
Luthfiyyah, R., Basyari, I. W., & Dwiniasih, D. (2020b). EFL secondary teachers’ assessment literacy: Assessment conceptions and practices. Journal on English as a Foreign Language, 10(2), 402–421. https://doi.org/10.23971/jefl.v10i2.2101
McMillan, J. H. (2011). Classroom assessment: Principles and practice for effective standards-based instruction (5th ed). Pearson.
Möller, A., Comer, K., Rawlins, P., & Emerson, L. (2025). Using a scenario-based method to explore university students’ views about writing assistance. New Zealand Journal of Educational Studies, 60(1), 225–245. https://doi.org/10.1007/s40841-025-00384-4
Norhasim, N. A., & Mohamad, M. (2020). Teachers’ challenges on the implementation of classroom-based assessment for oral proficiency: A literature review. Creative Education, 11(10), 1922–1929. https://doi.org/10.4236/ce.2020.1110140
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
Poehner, M. E. (2009). Group dynamic assessment: Mediation for the L2 classroom. TESOL Quarterly, 43(3), 471–491. https://doi.org/10.1002/j.1545-7249.2009.tb00245.x
PPG bagi Calon Guru—Direktorat Pendidikan Profesi Guru (PPG). (n.d.). Retrieved September 25, 2026, from https://ppg.kemendikdasmen.go.id/ppg-calon-guru
Prastikawati, E. F., Mujiyanto, Y., Saleh, M., & Fitriati, S. W. (2024). Teaching practicum: Does it impact to pre-service EFL teachers’ language assessment literacy? World Journal of English Language, 14(3), 242. https://doi.org/10.5430/wjel.v14n3p242
Purpura, J. E. (2016). Second and foreign language assessment. The Modern Language Journal, 100(S1), 190–208. https://doi.org/10.1111/modl.12308
Pusat Asesmen Pendidikan. (2021, April 19). Penjelasan Mendikbud Terkait 3 Aspek Asesmen Nasional Pengganti UN 2021. https://pusmendik.kemendikdasmen.go.id/konten/penjelasan-mendikbud-terkait-3-aspek-asesmen-nasional-pengganti-un-2021?utm_source=chatgpt.com
Qotboddin, J. M., Hossein, K., & Khalil, M. (2020). Assessment literacy of Iranian EFL teachers: A review of recent studies. The Journal of AsiaTEFL, 17(2), 689–698. https://doi.org/10.18823/asiatefl.2020.17.2.27.689
Shepard, L. A. (2019). Classroom assessment to support teaching and learning. The ANNALS of the American Academy of Political and Social Science, 683(1), 183–200. https://doi.org/10.1177/0002716219843818
Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kappan, 72(7), 534-539.
Stravakou, P., & Lozgka, E. (2018). Vignettes in qualitative educational research: Investigating Greek school principals’ values. The Qualitative Report, 23(5), 1188–1207. https://doi.org/10.46743/2160-3715/2018.3358
Suherman, A. (2022). Exploring language assessment literacy of EFL teachers in the context of Indonesian higher education. English Review: Journal of English Education, 10(3), 783–792. https://doi.org/10.25134/erjee.v10i3.6525
Sultana, N. (2019). Language assessment literacy: An uncharted area for the English language teachers in Bangladesh. Language Testing in Asia, 9(1), 1. https://doi.org/10.1186/s40468-019-0077-8
Sumardi, S., & Guci, R. I. (2023). HOTS-based language assessment literacy: Challenges and prospects in English language teaching. Indonesian Journal of Applied Linguistics, 12(3), 831–840. https://doi.org/10.17509/ijal.v12i3.44261
Tajeddin, Z., Alemi, M., & Yasaei, H. (2018). Classroom assessment literacy for speaking: Exploring novice and experienced English language teachers’ knowledge and practice. Iranian Journal of Language Teaching Research, 6(3), 57–77. https://files.eric.ed.gov/fulltext/EJ1192613.pdf
Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403–412. https://doi.org/10.1177/0265532213480338
Tsagari, D., & Vogt, K. (2017). Assessment literacy of foreign language teachers around Europe: Research, challenges and future prospects. Papers in Language Testing and Assessment, 6(1), 41–63. https://doi.org/10.58379/UHIX9883
Turner, C. E., & Purpura, J. E. (2016). 16 Learning-oriented assessment second and foreign classrooms. In Handbook of Second Language Assessment (In D. Tsagari&J. Banerjee (Eds.), pp. 255–274). e Gruyter Mouton. https://doi.org/10.1515/9781614513827-018
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
Vogt, K., Tsagari, D., Csépes, I., Green, A., & Sifakis, N. (2020). Linking learners’ perspectives on language assessment practices to teachers’ assessment literacy enhancement (TALE): Insights from four European countries. Language Assessment Quarterly, 17(4), 410–433. https://doi.org/10.1080/15434303.2020.1776714
Wang, X. (2017). A Chinese EFL teacher’s classroom assessment practices. Language Assessment Quarterly, 14(4), 312–327. https://doi.org/10.1080/15434303.2017.1393819
Xu, Y., & Brown, G. T. L. (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
Yan, X., & Fan, J. (2021). “Am I qualified to be a language tester?”: Understanding the development of language assessment literacy across three stakeholder groups. Language Testing, 38(2), 219–246. https://doi.org/10.1177/0265532220929924
Yin, R. K. (2018). Case study research and applications: Design and methods (Sixth edition). SAGE.
Zulaiha, S., & Mulyono, H. (2020). Exploring junior high school EFL teachers’ training needs of assessment literacy. Cogent Education, 7(1), 1772943. https://doi.org/10.1080/2331186X.2020.1772943
Zulaiha, S., Mulyono, H., & Ambarsari, L. (2020). An investigation into EFL teachers’ assessment literacy: Indonesian teachers’ perceptions and classroom practice. European Journal of Contemporary Education, 9(1), 189–201. https://doi.org/10.13187/ejced.2020.1.189
Downloads
Published
How to Cite
Issue
Section
License
The journal uses an Open Access policy under a Creative Commons Attribution-NonCommercial 4.0 International License. Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive 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.
