EXPLORING TEACHERS’ SECOND LANGUAGE WRITING ASSESSMENT LITERACY

There were many researchers who explored about the language assessment in classrooms, but only a few researchers who investigated about the teachers’ assessment literacy in the scope of Second Language Writing Assessment (SLWA). Therefore, this study aims to fill the gap by exploring the teachers’ knowledge and practice about writing assessment. It reveals what the teachers know about writing assessment and how the teachers implement their knowledge in the teaching-learning process. A survey was chosen for collecting the information from teachers towards their assessment knowledge and practices by using a five Likert-Type scale questionnaire with 12 items (6 questions for investigating the teachers’ knowledge and 6 questions for investigating the teachers’ practices). The research subjects were 20 novice lectureres at University of Muhammadiyah Malang who teach English Writing class. Based on both assessment knowledge and practices, most of the teachers were reported that they had adequate knowledge in the concept of rubrics, formative and summative assessment, alternative assessment, integrated writing task, and designing writing task. Meanwhile, most of them were lack of alternative assessment concept, as a result that 55% of teachers admitted they did not understand the alternative assessment concept well. The teachers also were reported that they partook sufficient assessment practices, corresoponding to using of scoring rubrics, portfolio assessment, integrating writing tasks, and asking the students to do self-assessment. Yet, in a small dose of practices conveyed that 75% of teachers did not conduct the rater training to the students in the classroom