TEACHER ASSESSMENT LITERACY: INDONESIAN EFL SECONDARY TEACHERS' SELF-PERCEIVED ON CLASSROOM-BASED ASSESSMENT PRACTICE

Assessing students' performance is an essential part of a teacher's job. Hence, they are believed to be familiar with various kinds assessments, especially classroom-based assessments (henceforth CBA). Language teaching and assessment two interrelated that affect each other great extent. Undoubtedly, language becomes more complicated activity in the field teaching. The major objective this study was describe how EFL secondary teachers’ self-perceived on basic principles their own practice CBA. This conducted form descriptive survey research. Shim's (2009) instrument adapted collect data gathered using online survey. 48 respondents willingly fulfilled containing 80 statements concerning classroom procedures. obtained were analyzed statistics. findings current revealed teachers seemed for learning AfL), which most support students’ used results as feedback improve revise appeared literate excellent understanding concept it practice. However, question remains whether excellent. Since studies have largely reported literacy TAL), future programs research should directed toward CBAL can quality teacher instructions. implications result expected provide clear theoretical foundations CBAL.