Mohammad Arsyad Arrafii|Baiq Sumarni
Teachers’ Understanding of Formative Assessment
University of Mataram
research explored teachers understanding formative assessment secondary school level particularly context english teaching examined factors related teacher assessment literacy level achieve intended purposes selfdesigned instrument named teacher formative assessment literacy questionnaire tfaltq emploted cronbach alpha measured internal consistency items measuring latent constructs adequately accepted 067 exploratory factor analysis using rotation matric revealed robust factor loading variance explained kmo statistic 072 questionnaire distributed english teachers taught secondary high school central lombok 243 teachers public private high schools participated study participants came public school religious school regardless school types level using case 243 english teachers analysis reveals teachers understanding formative assessment inadequate four dimensions teachers formative assessment literacy understanding revealed include assessment serve accountability purpose examinationtest driven learning procedural approach learning assessment receptive role students multiple hierarchical regression analysis performed identify athe factors influencing teachers formative assessment literacy analysis suggests teachers poor understanding formative assessment insufficient training assessment gender strong predictors teachers understanding formative assessment