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EFL Teachers' Language Assessment Literacy and Their Assessment Practices: A Case Study from an Indonesian Higher Education Context

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Title: EFL Teachers' Language Assessment Literacy and Their Assessment Practices: A Case Study from an Indonesian Higher Education Context
Language: English
Authors: Indah Puspawati (ORCID 0000-0002-9577-1320), Sri Rejeki Murtiningsih (ORCID 0000-0002-7085-7902)
Source: Advanced Education. 2025 (27):60-80.
Availability: Igor Sikorsky Kyiv Polytechnic Institute. 37 Peremohy Avenue, Building 7 Office 718, Kyiv 03056, Ukraine. Tel: +38-044-204-85-37; e-mail: ae.fl.kpi@gmail.com; Web site: https://kpi.ua/en
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Language Teachers, Teacher Attitudes, Assessment Literacy, College Faculty, Higher Education, Student Evaluation, Evaluation Methods, Knowledge Base for Teaching, Ethics
Geographic Terms: Indonesia
ISSN: 2409-3351
2410-8286
Abstract: Research on EFL teachers' language assessment literacy (LAL) and its reflection in their assessment practices remains relatively limited. The current research aims to seek answers to the questions: (1) How did the five EFL teachers perceive their LAL knowledge, skills, and principles in their assessment context? (2) How were these components reflected in their assessment practices? A qualitative case study approach, involving five experienced EFL teachers in an Indonesian university, was employed. The data were collected through two in-depth semi-structured interviews and an analysis of participants' assessment documents. The interviews and document analysis explored participants' LAL and their assessment practices. The assessment documents were analyzed using conventional content analysis to investigate participants' actual assessment practices. The findings indicated that the participants' perceived LAL was not fully manifested in their assessment practices within this departmental context. The participants in this particular institutional context demonstrated the strongest understanding of LAL principles, followed by the skills and knowledge components, which revealed tensions among these components. Regarding assessment practices, the participants demonstrated competence in using various types of assessments aligned with institutional policies. However, discrepancies were identified between their LAL and actual practices, which may be influenced by external factors. Implications for the participants' future professional development were discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492971
Database: ERIC
FullText Text:
  Availability: 0
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: EFL Teachers' Language Assessment Literacy and Their Assessment Practices: A Case Study from an Indonesian Higher Education Context
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Indah+Puspawati%22">Indah Puspawati</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9577-1320">0000-0002-9577-1320</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sri+Rejeki+Murtiningsih%22">Sri Rejeki Murtiningsih</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7085-7902">0000-0002-7085-7902</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Advanced+Education%22"><i>Advanced Education</i></searchLink>. 2025 (27):60-80.
– Name: Avail
  Label: Availability
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  Data: Igor Sikorsky Kyiv Polytechnic Institute. 37 Peremohy Avenue, Building 7 Office 718, Kyiv 03056, Ukraine. Tel: +38-044-204-85-37; e-mail: ae.fl.kpi@gmail.com; Web site: https://kpi.ua/en
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Assessment+Literacy%22">Assessment Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Base+for+Teaching%22">Knowledge Base for Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2409-3351<br />2410-8286
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Research on EFL teachers' language assessment literacy (LAL) and its reflection in their assessment practices remains relatively limited. The current research aims to seek answers to the questions: (1) How did the five EFL teachers perceive their LAL knowledge, skills, and principles in their assessment context? (2) How were these components reflected in their assessment practices? A qualitative case study approach, involving five experienced EFL teachers in an Indonesian university, was employed. The data were collected through two in-depth semi-structured interviews and an analysis of participants' assessment documents. The interviews and document analysis explored participants' LAL and their assessment practices. The assessment documents were analyzed using conventional content analysis to investigate participants' actual assessment practices. The findings indicated that the participants' perceived LAL was not fully manifested in their assessment practices within this departmental context. The participants in this particular institutional context demonstrated the strongest understanding of LAL principles, followed by the skills and knowledge components, which revealed tensions among these components. Regarding assessment practices, the participants demonstrated competence in using various types of assessments aligned with institutional policies. However, discrepancies were identified between their LAL and actual practices, which may be influenced by external factors. Implications for the participants' future professional development were discussed.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: 2026
– Name: AN
  Label: Accession Number
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  Data: EJ1492971
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 60
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Assessment Literacy
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Student Evaluation
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      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Knowledge Base for Teaching
        Type: general
      – SubjectFull: Ethics
        Type: general
      – SubjectFull: Indonesia
        Type: general
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      – TitleFull: EFL Teachers' Language Assessment Literacy and Their Assessment Practices: A Case Study from an Indonesian Higher Education Context
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            NameFull: Indah Puspawati
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            NameFull: Sri Rejeki Murtiningsih
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              Type: published
              Y: 2025
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