Email this article Exploring Assessment Literacy & Practice among Geography Teachers In Indonesian Senior High Schools: A Survey Study
Assessment literacy is a critical competency that teachers must possess to support high-quality assessment practices and improve student learning outcomes. However, research on assessment literacy among geography teachers remains relatively limited, particularly in Indonesia. This study investigated the assessment literacy and assessment practices of Indonesian secondary school geography teachers using survey data collected from multiple regions and identified differences between public and private schools. The study employed a quantitative approach with a cross-sectional comparative survey design. A total of 271 geography teachers from various regions across Indonesia participated in the study. The research instrument was developed based on the concepts of Assessment for Learning (AfL) and Data-Based Decision Making (DBDM). Data were analyzed using descriptive statistics and comparative tests. The results revealed that geography teachers demonstrated moderate to high levels of assessment literacy and assessment practices. The highest competencies were observed in analyzing and interpreting assessment results (83.37%), providing feedback to students (83.33%), and principal support for assessment implementation (81.62%). In contrast, scores were relatively lower for the use of information technology in assessment (75.62%), teachers’ attitudes and behaviors toward assessment (77.16%), and professional collaboration among teachers (78.58%). Furthermore, most dimensions of assessment literacy and assessment practices did not differ significantly between geography teachers in public and private secondary schools in Indonesia. These findings underscore the need for continuous professional development programs focused on strengthening digital assessment literacy, enhancing professional collaboration, and optimizing assessment as an integral part of instructional improvement. This study contributes to assessment literacy research in geography education and provides an empirical foundation for designing teacher training programs in Indonesia.
Keywords: assessment literacy, assessment for learning, assessment data, formative assessment, data-based decision making.
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