EFL Teachers’ Language Assessment Literacy (LAL): Students’ Reading Achievement

Wulandari, Desta (2023) EFL Teachers’ Language Assessment Literacy (LAL): Students’ Reading Achievement. Masters thesis, Universitas Negeri Padang.

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Abstract

As a great important part of language teaching and learning, assessment enables the teachers to acquire the information related to the process of students’ learning that allows them to make decisions for their future instructional practices. In consequence, the language teachers need to be proficient in assessment literacy. Language assessment literacy (LAL) is the combination of the teachers’ knowledge and skill in order to apply the procedures and principles of language assessment. Thus, this paper is aimed to find out the EFL teachers’ language assessment literacy and its’ influence on the students’ reading achievement. Descriptive statistic was used in order to analyze the data with the help of SPSS 24 for the windows program. The analyzed data showed that the teachers are in procedural and conceptual language assessment literacy level which means the teachers are able to adjust their knowledge into practice. This result is accordance with the following analysis that found the teachers’ language assessment literacy is drawn by their assessment practice. Furthermore, the teachers have positive perception regarding to the teachers’ perception in applying the principles of language assessment. Finally, for the simple linier regression analysis is found that there is an influence of the teachers’ language assessment literacy toward the students’ reading achievement.

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