Classroom Assessment Preference of Indonesian Junior High School Teachers in English as Foreign Language Classes

Abstract

This study was conducted using a mix method design with 24 Indonesian junior high school English teachers as respondents who completed the questionnaire on classroom assessment practices. Six respondents participated in an interview and observation to further clarify their practices on classroom assessment. The study found that an Indonesian Junior High School English Teachers main purpose of classroom assessment was assessment for learning as the first preference. It was then followed by the classroom assessment of learning. And the last purpose was classroom assessment as learning. The most frequently used of classroom assessment for learning for Indonesian English Junior High School teachers was to group their students for instruction purposes in the class. The most frequently used of classroom assessment of learning among Indonesian teachers was to determine the final grades for students and to provide information to the central administration.

Key words: assessment, learning, preference