Abstract
ABSTRACT This study explores six secondary school English as a Foreign Language (EFL) teachers’ views on classroom-based assessment at an Islamic boarding school in Lombok, Indonesia. Researching teacher views is important as a significant curriculum reform which mandates teachers’ use of formative assessment practices within the classroom is planned for implementation by the Indonesian government in 2020. Results from this study found that teachers tended to view classroom-based assessment from summative rather than formative perspectives. A strong emphasis was placed on assessing students’ attitudes and behaviour in classrooms alongside their academic ability. Grades and test scores were also seen as a way to hold students accountable to their teachers and parents for their learning and achievement. This article highlights the challenges of implementing formative assessment practices within the classroom in a traditional, hierarchical society.
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