Classroom-based language assessment literacy and professional development need between novice and experienced EFL teachers

Classroom-based language assessment (CBLA) in the Indonesian context has become more significant since shift of model from summative based (Ujian Nasional or final exam) to formative-based (Asesmen Kompetensi Minimum (AKM); therefore, teachers need develop their classroom-based literacy (CBLAL). The places a greater emphasis on students' learning outcomes class rather than test scores. This study aims examine CBLAL level experienced and novice EFL teachers, perceptions CBLAL, needs for training. Quantitative qualitative data were used conjunction with case research design. questionnaire, adopted Lan Fan's work (2019), collected quantitative 55 teachers. Meanwhile, four them (novice experienced) interview sessions. levels are between functional procedural-conceptual levels. Both (ETs) (NTs) could grasp fundamental principles can use classroom. Although ETs have higher levels, there is no difference NTs. also revealed that teachers' understandings technical skills pedagogy among highest compared knowledge theories assessments. However, they indicated still require professional development (PD) despite literacy. current pedagogical implications both They should actively participate various activities, focusing classroom evaluation.