PRE-SERVICE TEACHERS' PERCEPTIONS ON ASSESSMENT
Abstract
Pre-service teachers as the future educators must be thoroughly prepared to become professional teachers. Having assessment is one crucial skill to be professional teachers. This study aims to explore the perceptions of pre-service teachers towards assessment. Sixty pre-service teachers from UIN Sayyid Ali Rahmatullah Tulungagung participated in this research. They completed a questionnaire designed to evaluate their knowledge and beliefs about assessment. The findings suggest that while the majority have a positive view of assessment, a small number hold negative perceptions indicating their lack understanding of assessment. Therefore, it is necessary to improve their understanding of assessment to ensure they are adequately prepared to become professional teachers.
Downloads
References
Aria, D., Sukyadi, D., & Kurniawan, E. (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
Bowers, A. J. (2007). Grades and data Driven Decision Making: Issues of Variance and Student Patterns. Michigan State University.
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219–233. https://doi.org/10.1080/03075070600572132
Cheng, L., & Sun, Y. (2015). Teachers ’ Grading Decision Making : Multiple Influencing Factors and Methods Teachers ’ Grading Decision Making : Multiple Influencing Factors and Methods. 12(2), 213–233. https://doi.org/10.1080/15434303.2015.1010726
Cheng, L., & Wang, X. (2007). Grading , feedback and reporting in ESL / EFL Grading , Feedback , and Reporting in ESL / EFL Classrooms. Language Assessment Quarterly, 4(1), 85–107. https://doi.org/10.1080/15434300701348409
Cramp, A. (2011). Developing first-year engagement with written feedback. Active Learning in Higher Education, 12(2), 113–124. https://doi.org/10.1177/1469787411402484
Duncan, C. R., & Noonan, B. (2007). Factors Affecting Teachers ’ Grading and Assessment Practices. 53(1), 1–21.
Gareis, C. R., & Grant, L. W. (2015). Assessment Literacy for Teacher Candidates: A Focused Approach. Teacher Educators’ Journal, v2015 p4-2.
Handley, K., & Williams, L. (2011). From copying to learning: Using exemplars to engage students with assessment criteria and feedback. Assessment and Evaluation in Higher Education, 36(1), 95–108. https://doi.org/10.1080/02602930903201669
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Isnawati, I., & Saukah, A. (2017). Teachers’ Grading Decision Making. TEFLIN Journal, 28(2), 155–169.
Lipnevich, A. A., & Smith, J. K. (2009). “I really need feedback to learn:” Students’ perspectives on the effectiveness of the differential feedback messages. Educational Assessment, Evaluation and Accountability, 21(4), 347–367. https://doi.org/10.1007/s11092-009-9082-2
Liu, X., & Yan, W. (2015). Grading in East Asia: An examination of government policies. 10, 2–25.
Luthfiyyah, R., Basyari, I. W., & Dwiniasih, D. (2020). 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
Mills, A. T. (2013). The Assessment Practices of Teacher Candidates. Queen’s University Kingston.
Nurdiana. (2020). Language Teacher Assessment Literacy: A Current Review. 11(1), 66–74.
Nyundak, I. B. G., Dewi, N. L. P. E., & Pramartha, A. . G. Y. (2022). Assessment literacy of EFL teachers in Badung, Bali, Indonesia: Conception and practices. Journal of English Language Teaching, 9(1), 178–187.
O’malley, J. M., & Valdez Pierce, L. (1996). Authentic Assessment for English Language Learners. Addison-WesleyPublishing Company.
Orrell, J. (2006). Feedback on learning achievement: Rhetoric and reality. Teaching in Higher Education, 11(4), 441–456. https://doi.org/10.1080/13562510600874235
Perry, M. L. (2013). Teacher and Principal Assessment Literacy. http://scholarworks.umt.edu/etd
Prasetyo, A. H. (2018). Language Assessment Literacy Development: A Student-Teacher’s Experiences in Teaching Practice Program. 21(2), 199–206.
Sadler, D. R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment and Evaluation in Higher Education, 35(5), 535–550. https://doi.org/10.1080/02602930903541015
Sahinkarakas, S. (2012). The Role of Teaching Experience on Teachers’ Perceptions of Language Assessment. Procedia - Social and Behavioral Sciences, 47, 1787–1792. https://doi.org/10.1016/j.sbspro.2012.06.901
Singh, C. K. S., Singh, H. K. J., Singh, T. S. M., Moneyam, S., Abdullah, N. Y., & Zaini, M. F. (2022). ESL teachers ’ assessment l iteracy in classroom : A review of past studies. 18(1), 1–17.
Smith, A. D. (2001). Perception and Belief. Philosophy and Phenomenological Research, 62(2), 283–309. https://doi.org/10.1111/j.1933-1592.2001.tb00057.x
Strawson, P. F. (1992). Analysis and Metaphysics. In Oxford University Press (p. 144). https://doi.org/10.2307/2220251
Susuwele-Banda, W. J. (2005). Classroom assessment in Malawi: Teachers’ perceptions and pratices in mathematics. In Virginia Polytechnic Institute and State University.
Van Orman, D. S. J., Gotch, C. M., & Carbonneau, K. J. (2024). Preparing Teacher Candidates to Assess for Learning: A Systematic Review. Review of Educational Research, March. https://doi.org/10.3102/00346543241233015
Venezia, Andrea; Bracco, Kathy Reeves; Nodine, T. (2010). One-shot deal? Students’ perceptions of assessment and course placement in California’s community colleges. WestEd.
Vogt, K., & Tsagari, D. (2014). Assessment Literacy of Foreign Language Teachers : Findings of a European Study Assessment Literacy of Foreign Language Teachers : Findings of a European Study. Language Assessment Quarterly, 11(4), 374-4o2. https://doi.org/10.1080/15434303.2014.960046
Volante, L., & Fazio, X. (2007). Exploring Teacher Candidates’ Assessment Literacy: Implication for Teacher Education Reform and Professional Development. 3.
Xiaole, G., Meng, M., & Manli, L. (2012). A Survey on Teachers’ Perception and Practice of ICC Assessment of University English Learners in China. Intercultural Communication Studies XXI, 1, 1.
Yesbeck, D. (2011). Grading Practices : Teachers ’ Considerations of Academic and Non-Academic Factors.
Zoeckler, L. G. (2005). Moral Dimensions of Grading in High School English (Issue August) [Indiana University]. https://scholarworks.iu.edu/dspace/bitstream/handle/2022/ 7144/umi-indiana-1163.pdf;sequence=1
Copyright (c) 2025 Ida Isnawati
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Before going to review process, all manuscripts will be checked that they are free from plagiarism practice using "Turnitin" software. If there is an indication of plagiarism, the manuscript will instantly be rejected.
