





































Putri Anggraeni, et al / Journal of English Language Teaching 6 (1) (2017) 

157 

 

 
ELT FORUM 12 (3) (2023) 

 

Journal of English Language Teaching 

 
http://journal.unnes.ac.id/sju/index.php/elt 

 

 

Novice English teachers’ knowledge about assessment of learning, assessment for 

learning, and assessment as learning 

 

Eka Anastasia Wijaya1 
 
1Akademi Pariwisata Denpasar, Indonesia 

 

Article Info 
________________ 
Article History: 
Received on 22 
November 2022 

Approved on 22 
November 2022 
Published on 30 
November 2023 

________________ 
Keywords: assessment 
as learning; assessment 
for learning; assessment 
of learning; novice 
English teachers 

 
____________________ 

 

 

 

 

Abstract 
___________________________________________________________________ 
This study aimed to investigate the novice English teachers’ knowledge about 
assessment of learning, assessment for learning, and assessment as learning in the 

context of Bali. Framed within a qualitative design, the study employed the 
qualitative method with a questionnaire and an interview guide as the instruments to 

collect the data. The obtained data were analysed using Interactive Model Analysis 
consisted of data collection, data display, data reduction, and verification or 

conclusion drawing. In the preliminary informal interview done towards several 

novice English teachers, it indicated that not all novice English teachers have heard 
about assessment of learning, assessment for learning, and assessment as learning. 

Therefore, this phenomenon led the researcher to conduct this study. Further, the 
results of this study showed that the novice English teachers’ knowledge about 

assessment of learning, assessment for learning, and assessment as learning are 
limited to the basic concepts only. Even, several novice English teachers never heard 

about those assessment types. It implies that the school principals and other 

stakeholders need to emphasize the concept of assessment of learning, assessment 
for learning, and assessment as learning for novice English teachers through teacher 

training, workshop, or seminar. 

 

  
Correspondence Address: p-ISSN 2252-6706 | e-ISSN 2721-4532 

Akademi Pariwisata Denpasar  
Jalan Tukad Balian Nomor 15, Renon, Denpasar, 80226 
 

 

E-mail: eka-anastasia@akpar-denpasar.ac.id  

http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333515478&1&&
http://issn.pdii.lipi.go.id/issn.cgi?daftar&1576658845&1&&


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INTRODUCTION 

As one of the crucial parts in teaching and learning activity, the teachers need to understand deeply 

the concept of assessment (Amua-Sekyi, 2016; Padmadewi & Artini, 2019; Rahmawati, Utomo, & 

Ahmadi, 2018). According to Brown (1999), assessment is a related series of measures used to gather 

and interpret information related to the students’ achievement level. In line with that, Kurniawati 

and Sukardiyono (2018) and Susilaningsih, Khotimah, and Nurhayati (2018) defines assessment as 

systematic and sustainable activities to obtain information about the students’ knowledge and work. 

In this case, assessment could be used to measure the students’ improvement along the process as 

well as evaluate the students’ strengths and weaknesses. Gultom (2016) and Nurdiana (2020) added 

that language teachers have to be able to choose or select the most appropriate assessment for the 

students. Besides, the teachers urgently need to be literate to language assessment especially the way 

to make a good test or the most appropriate method to assess their students. It is because the 

minimum assessment literacy could not lead the teacher to help the students to achieve the 

maximum results of their performance (Nurdiana, 2020). The same opinion comes from Nikmard 

and Zenouzagh (2020), who stated that one of the important factors in English teaching is the 

teachers’ assessment literacy. However, the preliminary situational analysis in forms of observation 

and informal interview found that the teachers’ assessment literacy is limited to formative and 

summative assessment. Meanwhile, there are various types of assessment such as assessment of 

learning (AoL), assessment for learning (AfL), and assessment as learning (AaL) that being 

emphasized in this 21st century era.  

Saragih (2016) and Volante (2006) divides assessment into informal assessment and formal 

assessment. In the informal assessment, it is conducted incidentally with unplanned comments and 

responses. Meanwhile, in the formal assessment, it specifically planned the procedures to know the 

students’ skills and knowledge. In addition, Yambi (2018) states that assessment could also divided 

into formative and summative assessment, continuous and final assessment, process and product 

assessment, as well as divergent and convergent assessment. There are also assessment of learning, 

assessment for learning, and assessment as learning as the approaches to assessment (Yambi, 2018).  

Assessment of learning is also known as summative assessment, in which it summarize and 

report the students’ achievement at a certain time (Mutch, 2012). In this case, the form of assessment 

of learning could be seen in the result of test or in form of rapport of the students’ learning outcomes 

at a certain time (Lee & Mak. 2012). Meanwhile, assessment for learning deals with the process of 

assessing the students’ progress, the learning process, and the existence of on-going assessment to 

improve the students’ achievement (Padmadewi & Artini, 2019).  Assessment for learning is also 

called as the enlargement concept of formative assessment (Sardareh & Saad, 2013). For assessment 

as learning, it closely related with assessment and sustainability (Mutch, 2012). Assessment as 

learning deals with the students’ process in monitoring their own learning, achievement, and 

progress. The form of assessment as learning could be seen in self-assessment, peer assessment, or 

discursive feedback (Dann, 2014).  

The terms of assessment of learning, assessment for learning, and assessment as learning are 

being emphasized in today’s era. However, based on the initial informal interview with several 

novice English teachers, it showed that not all novice English teachers have heard about assessment 

of learning, assessment for learning, and assessment as learning. In this case, novice teachers are 

teachers who have teaching experience less than three years or up to two years and have just 

implemented their teaching skills with basic classroom routines (Anggraini, 2019; Barrett et al., 

2002; Hayes in Ahmed, Faizi, & Akbar, 2020). Novice English teachers were chosen as the subject 

of this research because the researcher wants to know the teachers’ knowledge and readiness as a 

new teacher. Besides, the result of this research is expected to improve the teachers’ quality as the 

frontliner in education. 

 The fact that not all novice English teachers have heard about assessment of learning, 

assessment for learning, and assessment as learning indicated that several novice English teachers 

are illiterate about those three assessments. It is the same as a study conducted by Nurdiana (2020) 

who found that the teachers did not practice the knowledge of their assessment literacy in the 

classroom. Even, some teachers are illiterate to assessment about the way to assess the students’ 

language performance. However, the previous study found not present a vivid description of how 

the teachers’ understanding about assessment of, for, and as learning. Therefore, this phenomenon 

led the researcher to conduct a study that investigate the novice English teachers’ knowledge about 

assessment of learning, assessment for learning, and assessment as learning in the context of Bali. In 



Eka Anastasia Wijaya | ELT Forum 12 (3) (2023) 

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conclusion, the presented study could improve the novice English teachers’ knowledge of those three 

assessments as well as improve the teaching and learning process by considering those three 

assessments that could not be offered in the previous study. 

 

METHODS 

Research design 

This study employed qualitative research design. Hancock and Algozzine (2006) stated that 

qualitative research describes social phenomena that happen naturally. In this case, the social 

phenomenon was the novice English teachers’ lack of knowledge about assessment of learning, 

assessment for learning, and assessment as learning in the context of Bali. Thus, this research 

examined the novice English teachers’ knowledge about assessment of learning, assessment for 

learning, and assessment as learning in Bali. 

 

Settings and participants 

This research was conducted in the context of Bali. Specifically, the novice English teachers as the 

participants of this research are teaching in Gianyar Regency (1 respondent), Badung Regency (2 

respondents), Jembrana Regency (1 respondent), Bangli Regency (1 respondent), Buleleng Regency 

(2 respondents), Karangasem Regency (1 respondent), Klungkung Regency (1 respondent), and 

Tabanan Regency (1 respondent) with consent as the participants of this research. Therefore, ten 

novice English teachers with teaching experiences from 2020-2022 were chosen as the participants.    

 

Data collection method and analysis 

In collecting the data, the researcher used qualitative method with questionnaire and interview guide 

as the instruments. The researcher used questionnaire to find the data about the novice English 

teachers knowledge about assessment of learning, assessment for learning, and assessment as 

learning. The questionnaire was in form of open-ended questionnaire and consisted of eight 

questions. It is designed in form of open-ended questions to allow the respondents to provide answers 

in an unlimited variety. In designing the questionnaire, the researcher used the theory about 

assessment of, for, and as learning especially the nature and the characteristics of those assessment. 

Those aspects were used because the researcher wants to know the novice English teachers’ 

knowledge in terms of definition and characteristics of those three assessment. 

In order to validate the data, the researcher also did unstructured interview via telephone and 

chat messages toward the respondents. Further, the data were analysed using Interactive Model 

Analysis consisted of data collection, data display, data reduction, and conclusion drawing. Miles 

and Huberman (1994) stated that there are three flows in data analysis, namely data reduction, data 

display, and verification or conclusion drawing. After collecting the data, the researcher simplified 

and transformed the data to be analysed in the data display. In the data display, the data were 

displayed in form of tables and description. The next flow is verification or conclusion drawing, in 

this flow the researcher elaborated the obtained data into one general conclusion. 

 

FINDINGS AND DISCUSSION 

Novice English teachers’ basic knowledge about assessment of, for, and as learning 

Figure 1 indicated that seven out of ten novice English teachers as the participants have heard about 

the terms of assessment of learning, assessment for learning, and assessment as learning. Meanwhile, 

three out of ten novice English teachers never heard about those three assessments. In this case, 

further explanation about the novice English teachers’ knowledge about assessment of learning, 

assessment for learning, and assessment as learning are described as follows. 

 



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Figure 1. Novice English teachers’ basic knowledge about the assessment types 

 

In addition to it, Table 1 shows that seven out of ten novice English teachers defines assessment of 

learning as the assessment process that conducting after the learning process or in the end of the 

learning process. Further, the kinds of assessment of learning used by the participants were varied 

from quiz, fort-polio exam, written test, spoken test, and multiple-choice test in the end of semester, 

topic, or chapter. Moreover, the participants make sure that the assessment of learning conducted by 

the teachers were valid and reliable by adjusting the test with the students’ level and learning material, 

checking the validity and reliability of the test with the school principals, and combining with the 

result of other assessment such as assessment for learning and assessment as learning. 

 

 

Table 1. Novice English teachers’ knowledge about assessment of learning 

Subject 
Data 

Basic Knowledge  Kinds of Assessment  Validity and Reliability  

T1 

AoL is the assessment done 

after completing the 
learning process 

Summative test 

Adjusting the test level and 

combining with other 
assessment results 

T3 

AoL is the assessment done 
in the end of the learning 

process 

Formative test 
Checking other assessment 

done 

T4 

AoL is the assessment that 

collecting the students’ 

learning result 

Reward Conducting summative test  

T6 

AoL is the assessment 

conducting in the end of 
the learning process 

Test or quiz Adjusting the test or quiz level  

T7 
AoL is assessment done 
during the learning process 

Written and spoken test 
Combining several results of 
test 

T9 

AoL is the assessment 

conducting after one 
semester  

Summative test 
Discussing with school 

principals  

T10 
AoL is assessment done to 
after the learning process 

Fortpolio, summative test, 
formative text 

Checking the students’ progress 
in the class 

 

 

 

 

 

 

 

 

 

70%

30%

Novice English Teachers' Basic Knowledge about Assessment 

of, for, and as Learning

HAVE HEARD

NEVER HEARD



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161 

 

 

Table 2. Novice English teachers’ knowledge about assessment for learning 

Subject 
Data 

Basic Knowledge Kinds of Assessment Validity and Reliability 

T1 
AfL is the assessment during 

the learning process 
Discussion  Using personalisation technique 

T3 
AfL is the assessment during 

the learning process 
Quiz and project Checking the students’ progress  

T4 

AfL is the assessment that 

collecting the result of 

students’ learning 

Students’ activeness Checking the students’ progress  

T6 
AfL is the assessment in 

form of project 
Project or worksheet 

Adjusting the project or the 

worksheet 

T7 
AfL is the assessment during 

the learning process 
Students’ activeness 

Looking at the students’ 

improvement 

T9 
AfL is the assessment during 

the learning process 
Task and quiz 

Double-checking the students’ 

work  

T10 

AfL is the assessment that 
could improve the students’ 

cognitive and social 
performances  

Discussion and QnA - 

 

Table 2 above shows that seven out of ten novice English teachers defines assessment for 

learning as the assessment process that conducted during the learning process or alongside the 

learning process. It is also said that assessment for learning usually used to improve the teaching and 

learning process. Further, the kinds of assessment for learning used by the participants were varied 

from discussion, quiz, fun worksheet, and project. Moreover, the participants make sure that the 

assessment for learning conducted by the teachers were valid and reliable by using personalisation 

technique (discussion), giving each student the same chance to involve in the discussion, looking at 

the students’ progress and improvement during the learning process, having additional note of the 

students’ progress, and double-checking the students’ work. 

 

Table 3. Novice English teachers’ knowledge about assessment as learning 

Subject 
Data 

Basic Knowledge  Kinds of Assesment  Validity and Reliability  

T1 

AaL is the assessment that 
involving the students 

actively in the assessing 
process 

Self-assessment  Giving feedback 

T3 

AaL is the assessment that 

involving the students in the 
process 

Not yet implemented Not yet implemented 

T4 

AaL is the assessment for 
the students toward their 

learning 

Reminder Discussion and reflection 

T6 
AaL is the assessment in 

form of self-assessment 
Not yet implemented Not yet implemented 

T7 
AaL is the assessment  
during the learning process 

Not yet implemented Assessing daily activities  

T9 

AaL is the assessment that 
involve the students in the 

assessing process 

Peer assessment  Comparing peer assessment  

T10 

AaL is assessment that 

could improve the students’ 

cognitive and social 
performances 

Self-assessment  - 

 

Table 3 above shows that seven out of ten novice English teachers defines assessment as 

learning as the assessment process that conducting during the learning process and involving the 

students’ active participation during the assessment process. Further, the kinds of assessment as 

learning used by the participants were commonly in form of self-assessment and peer assessment. 



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Moreover, the participants make sure the assessment as learning conducted by the teachers were 

valid and reliable by make sure that the students clearly understand the self-assessment given as well 

give feedback toward their self-assessment to improve the learning process. However, the result also 

showed there were several participants that have not implemented assessment as learning during the 

learning process. 

 

Table 4. Novice English teachers’ knowledge about other types of assessment 
Subject Other Types of Assessment Examples Validity and Reliability  

T2 
Traditional and Authentic 

Assessment 

In form of multiple choice, 
LKPD (Lembar Kerja Peserta 

Didik), observation sheet 

Considering the result from 

those three examples 

T5 
Assessment based on learning 

objectives (various) 

Performance test (speaking 
test), discussion or question 

and answer 

By asking for feedback 

from the students about the 

teaching and looking for 
the students’ improvement 

T8 
Not really know the other types of 
assessment 

Question and answer, 
discussion, self-assessment 

Considering the learning 
objectives and outcomes 

 

In line with Figure 1 above, the result indicated that three out of ten novice English teachers 

never heard about assessment of learning, assessment for learning, and assessment as learning. 

Therefore, Table 4 above shows the novice English teachers’ knowledge of other types of assessment 

and the examples as well as the validity and reliability of the assessment used. In this case, the other 

types of assessment used by those participants were traditional and authentic assessment and 

assessment based on learning objectives. The examples could be seen in form of multiple choice 

tests, LKPD (Lembar Kerja Peserta Didik or students’ worksheets), observation sheet, performance test 

(speaking test), discussion, question and answer, and self-assessment. To check the validity and 

reliability, the teachers considering the result of all assessment given during the learning process, 

asking for feedback from the students, looking for the students’ improvement, and considering the 

learning objectives and learning outcomes. 

 

Discussion on novice English teachers’ knowledge about assessment of, for, and as learning 

Assessment of learning 

Based on the obtained data, the novice English teachers defines assessment of learning as the 

assessment process that conducting after the learning process or in the end of the learning process. 

The same opinion comes from Lee and Mak (2012), in which assessment of learning usually occurs 

at the end of the learning process. Lee and Mak (2014) added that assessment of learning aims to 

measure the students’ learning outcomes as well as report the outcomes to the students and the other 

stakeholders. Because assessment of learning focusing on measuring the learning process and 

reporting the students’ competency level, the teachers are the key assessor in assessment of learning 

and there is no participation of assessing from the students (Lee & Mak, 2014). 

Further, Mutch (2012) stated that assessment of learning closely related to assessment and 

accountability. Because of that, the assessment results are the key evidence in the process of making 

judgements. In this case, the form of assessment of learning could be seen in the result of test or in 

form of rapport of the students’ learning outcomes at a certain time (Lee & Mak. 2012). Therefore, 

assessment of learning usually found in form of test or quiz that resulted certain score based on the 

students’ ability. It is as the same with the novice English teachers’ answers about the forms of 

assessment of learning that they used in their teaching process such as quiz, fort-polio exam, written 

test, spoken test, and multiple-choice test in the end of semester, topic, or chapter.  

As it is mentioned above, the teachers are the key assessor in assessment of learning. 

Therefore, the teachers need to make sure that the assessment given are valid and reliable. Denman 

and Al-Mahrooqi (2018), McMillan (2000), Volante (2006), and Yousuf (2018) has the same 

opinion, in which assessment need to be reliable and valid. Thus, the assessment itself must give 

consistent and accurate results. In this case, the novice English teachers make sure that the 

assessment of learning conducted were valid and reliable by adjusting the test with the students’ level 

and learning material, checking the validity and reliability of the test with the school principals, and 

combining with the result of other assessment such as assessment for learning and assessment as 

learning. In line with that, Norcini et al. (2011) and Palomba and Banta (1999) added that 

assessment need to acceptable, in which the stakeholders have to find that the assessment process 



Eka Anastasia Wijaya | ELT Forum 12 (3) (2023) 

163 

 

and results are credible. Besides, the content and the form of assessment have to be associated with 

the learning objectives and the learning outcomes. 

 

Assessment for learning 

Based on the obtained data, the novice English teachers defines assessment for learning as the 

assessment process that conducting during the learning process or alongside the learning process. 

The same opinion comes from Padmadewi and Artini (2019), in which assessment for learning deals 

with the process of assessing the students’ progress, the learning process, and the existence of on-

going assessment to improve the students’ achievement. It is also said that assessment for learning 

usually used to improve the teaching and learning process. In line with that, Mutch (2012) supported 

that assessment for learning closely related with assessment and improvement. Sardareh and Saad 

(2013) added that assessment for learning is used to improve instruction and learning through 

assessing the students’ progress, providing feedback for students, and deciding the next step in the 

teaching and learning process. 

Assessment for learning is also called as the enlargement concept of formative assessment 

(Sardareh & Saad, 2013). In this case, Sardareh and Saad (2013) stated that frequent testing at the 

end of each unit is helpful enough for the students but it is not really emphasize the importance of 

formative thinking. Therefore, the new concept that called as assessment for learning is developed to 

provide the students continuous evidence of their progress. It could be seen in how the teachers asses 

the students in assessment for learning through classroom interaction and group discussion. It is as 

the same with the novice English teachers’ answers about the forms of assessment for learning that 

they used in their teaching process such as discussion, quiz, fun worksheet, and project.  

In this case, the novice English teachers make sure that the assessment for learning conducted 

are valid and reliable. The assessment must give consistent and accurate results in order to be called 

as reliable and valid (Denman & Al-Mahrooqi, 2018; McMillan, 2000; Volante, 2006; and Yousuf, 

2018). The findings showed the novice English teachers make sure that the assessment were valid 

and reliable by using personalisation technique (Q&A and discussion), giving each student the same 

chance to involve in the discussion, looking at the students’ progress and improvement during the 

learning process, having additional note of the students’ progress, and double-checking the students’ 

work. 

 

Assessment as learning 

Based on the obtained data, the novice English teachers defines assessment as learning as the 

assessment process that conducting during the learning process and involving the students’ active 

participation during the assessment process. In line with that, Mutch (2012) stated that assessment as 

learning closely related with assessment and sustainability. Further, assessment as learning deals 

with the students’ process in monitoring their own learning, achievement, and progress. The same 

opinion comes from Lee and Mak (2014) who stated that the learners are involved in the process of 

assessing as well as becoming the part of learning in assessment as learning. 

The form of assessment as learning could be seen in self-assessment, peer assessment, or 

discursive feedback (Dann, 2014). Lam (2018) added that the students are expected to actively 

engage in monitoring their processes through self-assessment and self-reflection. It is as the same 

with the novice English teachers’ answers about the forms of assessment as learning that they used 

in their teaching process such as self-assessment and peer assessment. However, the results also 

showed that not all novice English teachers have conducted assessment as learning in their teaching. 

Several novice English teachers have not conducted assessment as learning during the learning 

process. 

In line with the explanation above, it is said that the assessment conducted by the teachers 

need to be reliable and valid (Denman & Al-Mahrooqi, 2018; McMillan, 2000; Volante, 2006; and 

Yousuf, 2018). In this case, the novice English teachers make sure that the assessment as learning 

conducted by the teachers were valid and reliable by make sure that the students clearly understand 

the self-assessment given as well give feedback toward their self-assessment to improve the learning 

process. Mutch (2012) added that the students have to understand their learning and the things they 

have to improve. Further, Denman and Al-Mahrooqi (2018), McMillan (2000), Volante (2006), and 

Yousuf (2018) stated that feedback must be available and easily understand by the students.  

 

Novice English teachers’ knowledge of other types of assessment 



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Based on the obtained data, it indicated that not all novice English teachers know the concept of 

assessment of learning, assessment for learning, and assessment as learning. In this case, the other 

types of assessment used by those novice English teachers were traditional and authentic assessment 

and assessment based on learning objectives. The traditional and authentic assessment were chosen 

depend on the learning situation. It is as the same with the assessment chosen freely by the teacher 

based on the learning objectives. In this case, the various kinds of assessment could be chosen as 

long as it suit the learning situation. Therefore, the teachers need to choose the most appropriate 

assessment. Gultom (2016) and Nurdiana (2020) added that language teachers have to be able to 

choose or select the most appropriate assessment for the students. The forms of the other assessment 

types used by the novice English teachers could be seen in LKPD (Lembar Kerja Peserta Didik), 

observation sheet, and performance test as in speaking test. To check the assessment validity and 

reliability, the teachers considering the result of all assessment given during the learning process, 

asking for feedback from the students, looking for the students’ improvement, and considering the 

learning objectives and learning outcomes. 

 

CONCLUSION 

From the study, it could be concluded that the novice English teachers knowledge about assessment 

of learning, assessment for learning, and assessment as learning are limited to the basic concept of 

those three assessment. It could be seen from the answer written in the questionnaire and the 

interview done that limited to the basic concept only. Even, several novice English teachers never 

heard the terms of assessment of learning, assessment for learning, and assessment as learning. 

Further, not all novice English teachers have conducted assessment as learning in their teaching. 

Therefore, it is suggested for the school principals and other stakeholders to emphasize the existence 

and the concept of assessment of learning, assessment for learning, and assessment as learning for 

the teachers, especially the novice English teachers, to maximize the teaching and learning process. 

It could be done through teacher training, workshop, or seminar about assessment of learning, 

assessment for learning, and assessment as learning. 

 

FUNDING STATEMENT 

This research received no specific funding from any agency. 

 

 

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