A QUALITATIVE EXPLORATION OF NOVICE AND EXPERIENCED EFL TEACHERS’ PERCEPTIONS AND EXPERIENCES OF LANGUAGE ASSESSMENT LITERACY AND PROFESSIONAL DEVELOPMENT

Language Assessment Literacy (LAL) is an essential competence for English as a Foreign Language (EFL) teachers, as assessment plays a central role in supporting learning and instructional decision-making. This study explored how novice and experienced EFL teachers perceive and implement Language Assessment Literacy in classroom contexts, as well as how they engage in Professional Development (PD) related to assessment practices.
This qualitative study was conducted at SMP Negeri 2 Batu and involved eight English teachers, consisting of four novice and four experienced teachers. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed thematically to identify patterns in teachers’ assessment practices and professional learning experiences.
The findings indicate clear differences across career stages. Novice teachers tended to view assessment primarily as a procedural and administrative task, relying on textbook-based instruments and showing limited confidence in designing assessments independently. Experienced teachers, on the other hand, demonstrated a more reflective and contextualized approach, employing formative assessment strategies, feedback, and flexible assessment techniques to support students’ learning. Differences were also evident in teachers’ engagement with Professional Development. Experienced teachers perceived PD as a continuous and reflective learning process embedded in daily practice, whereas novice teachers often encountered difficulties in applying theoretical input due to limited guidance and follow-up support.
These patterns suggest that the development of Language Assessment Literacy is closely connected to teaching experience, reflective practice, and the quality of professional development opportunities. Sustained, context-sensitive PD and supportive institutional conditions appear to be essential in fostering meaningful assessment practices across different career stages.