Readability of English Teacher Assessment Literacy Instrument in Indonesian Context
- DOI
- 10.2991/assehr.k.211222.035How to use a DOI?
- Keywords
- English; Readability; Teacher assessment literacy
- Abstract
Many studies have pointed out that the assessment practices by teachers in Indonesia were considered low. This arises a question why it happened. That is why the Teacher Assessment Literacy (TAL) need to be studied more deeply. Measurement of TAL is necessary to provide a clearer picture of assessment practices especially by English teachers in Indonesia. With the existence of accurate measurement standard, it is expected that stakeholders can make a form of intervention for teachers to improve the quality of teacher assessment practices. To answer this question, we developed an instrument for TAL based on Indonesian context. The focus of this study is to assess the readability of the developed instrument by consulting the draft to two assessors. Both were asked to read each item in the instrument then gave an assessment of the readability into four criteria: highly readable, readable, somewhat difficult, and very difficult. The results show that most of the items (70%) were categorized ‘highly readable’, while no item was categorized ‘very difficult’. Some items were also discussed as examples to give clearer pictures on the readability of the developed instrument.
- Copyright
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - A.A. Gede Yudha Paramartha AU - Ni Luh Putu Eka Sulistia Dewi AU - Luh Gede Eka Wahyuni PY - 2021 DA - 2021/12/21 TI - Readability of English Teacher Assessment Literacy Instrument in Indonesian Context BT - Proceedings of the 4th International Conference on Innovative Research Across Disciplines (ICIRAD 2021) PB - Atlantis Press SP - 221 EP - 226 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211222.035 DO - 10.2991/assehr.k.211222.035 ID - Paramartha2021 ER -