Abstract:
This study explored the online assessment literacy (OAL) of teachers in Denpasar, focusing on categorical variables affecting literacy levels. Utilizing a descriptive quantitative approach, the research used a cross-sectional design. The population was composed of EFL teachers within the Denpasar region, data were collected from elementary to high school teachers through scored survey questionnaires. Samples were 64 EFL teachers composed of diverse demographic backgrounds. Findings indicated a predominant "Fair" level of OAL among English teachers. These results align with prior research, emphasizing the need for professional development in validity and test design. Concerns were raised about pre-service education's effectiveness in preparing teachers for digital assessments. The study underscores the importance of Online assessment literacy and suggests targeted interventions to enhance educators' assessment literacy, highlighting the necessity to adapt to evolving technological landscapes.References
Al-Bahlani, S. M., & Ecke, P. (2023). Assessment competence and practices including digital assessment literacy of postsecondary English language teachers in Oman. Cogent Education, 10(2), 1–18. https://doi.org/10.1080/2331186X.2023.2239535
Anderson, T. (2004). Toward a theory of online learning. In The Theory and Practice of Online Learning (2nd ed., pp. 109–119). Athabasca University.
Biggs, J. (1998). Assessment and classroom learning: A role for summative assessment? International Journal of Phytoremediation, 21(1), 103–110. https://doi.org/10.1080/0969595980050106
Bin Said, H., Ahmad, I., Khan, F., Awang, Z., Yasin, A. M., & Summintono, B. (2013). The effect of training on teachers’ attitude toward assessment as learning. World Applied Sciences Journal, 25(1), 36–41. https://doi.org/10.5829/idosi.wasj.2013.25.01.1333
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
Boynton, P. M., & Greenhalgh, T. (2004). Selecting, designing, and developing your questionnaire. BMJ, 328(7451), 1312–1315. https://doi.org/10.1136/bmj.328.7451.1312
DeLuca, C., Chapman-Chin, A. E. A., LaPointe-McEwan, D., & Klinger, D. A. (2018). Student perspectives on assessment for learning. Curriculum Journal, 29(1), 77–94. https://doi.org/10.1080/09585176.2017.1401550
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers and Education, 57(4), 2333–2351. https://doi.org/10.1016/j.compedu.2011.06.004
Hoofman, J., & Secord, E. (2021). The Effect of COVID-19 on Education. Pediatric Clinics of North America, 68(5), 1071–1079. https://doi.org/10.1016/j.pcl.2021.05.009
Khadijeh, B., & Amir, R. (2015). Importance of Teachers’ Assessment Literacy. International Journal of English Language Education, 3(1), 139–146. https://doi.org/10.5296/ijele.v3i1.6887
Kohnke, L., & Moorhouse, B. L. (2022). Facilitating Synchronous Online Language Learning through Zoom. RELC Journal, 53(1), 296–301. https://doi.org/10.1177/0033688220937235
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
Marinoni, Giorgio., Van’t Land, Hilligje., & Jensen, Trine. (2020). The impact of COVID-19 on higher education around the world. IAU Global Survey Report, 23(1), 1–17. https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf
Mellati, M., & Khademi, M. (2018). Exploring teachers’ assessment literacy: Impact on learners’ writing achievements and implications for teacher development. Australian Journal of Teacher Education, 43(6), 1–18. https://doi.org/10.14221/ajte.2018v43n6.1
Oppenheim, A. N. (2000). Questionnaire design, interviewing and attitude measurement. Bloomsbury Publishing.
Pellegrino, J. W., & Quellmalz, E. S. (2010). Perspectives on the integration of technology and assessment. Journal of Research on Technology in Education, 43(2), 119–134. https://doi.org/10.1080/15391523.2010.10782565
Queirós, A., Faria, D., & Almeida, F. (2017). Strengths and limitations of qualitative and quantitative research methods. European Journal of Education Studies, 3(9), 369–387. https://doi.org/10.5281/zenodo.887089
Reeves, T. C. (2000). Alternative Assessment Approaches for Online Learning Environments in Higher Education. Journal of Educational Computing Research, 23(1), 101–111. https://doi.org/10.2190/GYMQ-78FA-WMTX-J06C
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795
Spector, P. E. (2019). Do Not Cross Me: Optimizing the Use of Cross-Sectional Designs. Journal of Business and Psychology, 34(2), 125–137. https://doi.org/10.1007/s10869-018-09613-8
Stabler-Havener, M. L. (2018). Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy. Applied Linguistics & TESOL, 18(1), 1–22. https://doi.org/10.7916/salt.v18i1.1195
Stevenson, M., Hedberg, J. G., O’Sullivan, K. A., & Howe, C. (2016). Leading learning: the role of school leaders in supporting continuous professional development. Professional Development in Education, 42(5), 818–835. https://doi.org/10.1080/19415257.2015.1114507
Sultana, N. (2019). Language assessment literacy: an uncharted area for the English language teachers in Bangladesh. Language Testing in Asia, 9(1), 1–14. https://doi.org/10.1186/s40468-019-0077-8
Susrini, P., Paramartha, A. A. G. Y., & Wahyuni, L. G. E. (2022). Assessment Literacy Level of EFL Teachers in Buleleng: A Descriptive Study. The Art of Teaching English as a Foreign Language, 3(2), 104–110. https://doi.org/10.36663/tatefl.v3i2.303
Xu, Y., & Brown, G. T. L. (2017). University English teacher assessment literacy: A survey-test report from China. Studies in Language Assessment, 6(1), 133–158. https://doi.org/10.58379/UZON5145
Zulaiha, S., & Mulyono, H. (2020). Exploring junior high school EFL teachers’ training needs of assessment literacy. Cogent Education, 7(1), 1–13. https://doi.org/10.1080/2331186X.2020.1772943