Skill-based language assessment knowledge: a study of senior high school teachers in a regency of Jambi province

Abstract

This study explores the English teachers’ level of knowledge of skill-based language assessment among some high schools situated in a regency in Jambi province. The questionnaire is used to obtain quantitative data and cover several aspects of learning assessment. It consists of 60 items across four constructs of the Language Assessment Knowledge Scale (LAKS), developed by Ölmezer-Öztürk and Aydın (2019), and has been completed by 24 respondents. The results showed that the highest percentage of correct answers in assessing reading was for item 13 (100%), listening was for item 30 (100%), writing was for item 32 (91.7%), speaking was for item 52 (95.8%), and do know was for item 50 (20.8%). The highest percentage of incorrect answers in assessing reading was for item 11 (83.3%); in listening, item 22 (100%); in writing, item 41 (91.7%); and in speaking, item 46 (83.3%). The mean correct answers were 9 out of 15 items for reading, 7 out of 15 for listening, 7 out of 15 for writing, and 9 out of 15 for speaking. Participants' knowledge levels in both reading and speaking were categorized as moderate, showing slightly better results than in listening and writing, which were categorized as low. Based on the descriptive statistical analysis, it is concluded that teachers' knowledge of language assessment was moderate to low across the assessed skills. These results suggest a need for continuous teacher development programs and ongoing professional support for language assessment literacy to help teachers refine their assessment practices.