ASSESSMENT LITERACY COMPETENCE OF PROSPECTIVE INDONESIAN LANGUAGE TEACHERS IN DEVELOPING LEARNING ASSESSMENT INSTRUMENTS
Keywords:
assessment literacy, prospective Indonesian language teachers, learning assessment, learning evaluation, assessment instrumentsAbstract
Assessment literacy is an essential pedagogical competence that prospective teachers must possess to effectively design and implement learning assessment. This study aimed to analyze the assessment literacy competence of prospective Indonesian language teachers in developing learning assessment instruments. A quantitative descriptive approach using document analysis was employed. The study involved 29 fourth-semester students of the Indonesian Language and Literature Education Study Program at Universitas PGRI Sumatera Barat during the 2025/2026 academic year. The data consisted of assessment instruments developed by the students and were evaluated using an assessment rubric covering five components: alignment of learning objectives, formulation of learning indicators, selection of assessment techniques, development of assessment instruments, and construction of scoring rubrics. Data were analyzed descriptively using percentage scores for each component. The findings revealed that the students' assessment literacy competence was classified as Very Good, with an overall achievement score of 88.97%. The achievement scores for each component were 88.62% for learning objectives, 88.62% for learning indicators, 89.14% for assessment techniques, 88.62% for assessment instrument development, and 89.83% for scoring rubric construction. These findings indicate that the prospective teachers demonstrated strong competence in developing assessment instruments aligned with learning objectives. However, further improvement is needed to strengthen the alignment among learning objectives, indicators, assessment techniques, assessment instruments, and scoring rubrics. This study provides empirical evidence for strengthening assessment literacy in teacher education and offers practical implications for improving Learning Assessment courses in teacher education institutions.
Downloads
References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Atjonen, P., Pöntinen, S., Kontkanen, S., & Ruotsalainen, P. (2022). In enhancing preservice teachers’ assessment literacy: Focus on knowledge base, conceptions of assessment, and teacher learning. Frontiers in Education, 7, Article 891391. https://doi.org/10.3389/feduc.2022.891391.
Barthakur, A., Joksimovic, S., Kovanovic, V., Richey, M., & Pardo, A. (2023). Aligning objectives with assessment in online courses: Integrating learning analytics and measurement theory. Computers & Education, 190, 104603. https://doi.org/10.1016/j.compedu.2022.104603.
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347-364.
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage.
Chan, C. K. Y., & Luk, L. Y. Y. (2022). A four-dimensional framework for teacher assessment literacy in holistic competencies. Assessment & Evaluation in Higher Education, 47(5), 755–769. https://doi.org/10.1080/02602938.2021.1962806.
Crisco, V., & Porterfield, R. (2023). Learning objectives and assessment alignment in teacher education. Journal of Teacher Education, 74(2), 145-160.
Crisco, V., & Porterfield, A. (2023). Embedding learning goals into secondary literacy curriculum: Assessing and implementing teachers’ feedback. Journal of Adolescent & Adult Literacy, 66(4), 229–238. https://doi.org/10.1002/jaal.1271.
DeLuca, C., Coombs, A., MacGregor, S., & Rasooli, A. (2022). Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale. Studies in Educational Evaluation, 74, 101183. https://doi.org/10.1016/j.stueduc.2022.101183.
Giraldo, F. (2021). Language assessment literacy: Implications for teacher education and professional development. Profile: Issues in Teachers' Professional Development.
Güngör, M. A., & Güngör, M. N. (2023). Developing pre-service teachers’ assessment literacy in the practicum: An action research study. Australian Journal of Teacher Education, 48(7). https://doi.org/10.14221/1835-517X.6182.
Hailikari, T., Virtanen, V., Vesalainen, M., & Postareff, L. (2022). Student perspectives on how different elements of constructive alignment support learning. Active Learning in Higher Education, 23(3), 215–228. https://doi.org/10.1177/1469787420961304.
Hill, M. F., Ell, F., & Grudnoff, L. (2022). Preparing teachers for assessment: Developing assessment capability through teacher education. Teaching Education, 33(4), 409–425. https://doi.org/10.1080/10476210.2021.1906632.
Kao, Y. T. (2023). Empowering preservice English teachers with language assessment literacy concepts and practices: Application of Vygotskian concept-based language instruction. The Modern Language Journal, 107, 68–94.
Kemendikbudristek. (2022). Panduan Pembelajaran dan Asesmen pada Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Kemendikdasmen. (2024). Panduan Pembelajaran dan Asesmen. Kementerian Pendidikan Dasar dan Menengah.
Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(8), 846–854. https://doi.org/10.1080/0142159X.2020.1755030.
Koh, K., Burke, L. E. C. A., Luke, A., Gong, W., & Tan, C. (2023). Developing assessment literacy through authentic assessment practices in teacher education. Assessment in Education: Principles, Policy & Practice, 30(5), 562–580. https://doi.org/10.1080/0969594X.2023.2223671.
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.
Kulgemeyer, C., Riese, J., Vogelsang, C., Buschhüter, D., Borowski, A., Weißbach, A., Jordans, M., Reinhold, P., & Schecker, H. (2023). How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods. Zeitschrift für Erziehungswissenschaft, 26, 601–625. https://doi.org/10.1007/s11618-023-01154-y.
Lestari, S., & Yusuf, F. N. (2024). Aligning assessment practices with learning objectives: A case of EFL classes in Indonesia. Indonesian Journal of English Language Teaching and Applied Linguistics, 10(1). https://doi.org/10.21093/ijeltal.v10i1.1973.
Loughlin, C., Lygo-Baker, S., & Lindberg-Sand, Å. (2023). Reclaiming constructive alignment. European Journal of Higher Education, 13(2), 119–136. https://doi.org/10.1080/21568235.2022.2162645.
Morgan, H. (2022). Conducting a qualitative document analysis. The Qualitative Report, 27(1), 64–77. https://doi.org/10.46743/2160-3715/2022.5044.
Miyazaki, K. (2024). Development of a classroom-based assessment literacy instrument for pre-service EFL teachers: A pilot study in a Japanese university setting. Journal of Pan-Pacific Association of Applied Linguistics, 28(2), 13–37.
O’Neill, G. (2021). A practitioner’s guide to curriculum review: The importance of constructive alignment in assessment and learning design. Innovations in Education and Teaching International, 58(4), 451–462. https://doi.org/10.1080/14703297.2020.1750299.
OECD. (2023). PISA 2022 Results. OECD Publishing.
OECD. (2024). Transforming education in Indonesia: Examining the landscape of current reforms. OECD Publishing.Pastore, S. (2023). Teacher assessment literacy: A systematic review. Frontiers in Education, 8, Article 1217167. https://doi.org/10.3389/feduc.2023.1217167.
Oo, C. Z., Alonzo, D., & Asih, R. A. (2022). Acquisition of teacher assessment literacy by pre-service teachers: A review of practices and program designs. Issues in Educational Research, 32(1), 352–373. http://www.iier.org.au/iier32/oo.pdf.
Panadero, E., & Jonsson, A. (2021). The use of scoring rubrics in education: A systematic review. Educational Psychology Review, 33(3), 635-665.
Scully, D. (2021). Constructive alignment and the assessment of learning outcomes: Implications for teaching and learning. Assessment & Evaluation in Higher Education, 46(6), 927–941. https://doi.org/10.1080/02602938.2020.1833068.
Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kappan, 72(7), 534-539.
Sugiyono. (2023). Metode penelitian kuantitatif, kualitatif, dan R&D (Edisi terbaru). Alfabeta.
Sulistio, P. H. (2023). Language assessment literacy: Cases of pre-service English teachers. International Journal of Language Education and Cultural Review, 9(1), 1–10. https://doi.org/10.21009/IJLECR.v9i1.33032.
Tao, Y., Yan, Z., & Gao, L. (2024). Developing teachers’ assessment literacy through professional learning: Evidence from assessment design and implementation practices. Teaching and Teacher Education, 140, 104474. https://doi.org/10.1016/j.tate.2024.104474.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO.
Wyatt-Smith, C., Cumming, J., & Colbert, P. (2024). Fitness for purpose in assessment design. Assessment in Education, 31(1), 28-47.
Xie, Q. (2021). Developing preservice English teachers’ assessment literacy through design-based research. Journal of Education for Teaching, 47(3), 460–465. https://doi.org/10.1080/02607476.2021.1906155.
Xu, Y., & Brown, G. T. L. (2021). Teacher assessment literacy in practice: A reconceptualization of assessment literacy. Teaching and Teacher Education, 97, 103201. https://doi.org/10.1016/j.tate.2020.103201.
Xu, Y., Brown, G. T. L., & Wang, X. (2023). Teacher assessment literacy in practice: The role of professional knowledge and assessment decision-making. Teaching and Teacher Education, 121, 103962. https://doi.org/10.1016/j.tate.2022.103962.
Yan, Z., & Pastore, S. (2022). Teacher assessment literacy: A review of theoretical perspectives and empirical research. Educational Assessment, Evaluation and Accountability, 34, 1–24. https://doi.org/10.1007/s11092-021-09370-6.
Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ assessment literacy. Educational Assessment, Evaluation and Accountability, 33, 523–545. https://doi.org/10.1007/s11092-021-09358-2.Yan, Z. (2021). Assessment-as-learning in classrooms: The challenges and professional development. Journal of Education for Teaching, 47(2), 293–295. https://doi.org/10.1080/02607476.2021.1885972.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Trisna Helda, Upit Yulianti, Yayang Nuraizah, Ayu Lisda Lestari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
