Assessment Literacy Among Indonesian Pre-service English Language Teachers: A Mixed-Methods Study

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 ۳۲۰ pre-service teachers completed a Language Assessment Literacy (LAL) questionnaire, and ۳۷ 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.

Keywords:

assessment literacy , assessment competence , pre-service teachers , English language teaching , Indonesia