Maharani, Yosieka. 2023. Investigating EFL Teacher Educators’ Writing Assessment Literacy (under supervisor of Dyah Sunggingwati and Effendi Limbong) Samarinda: Unpublished Thesis. Mulawarman University.
In Indonesia context, there has been merely a small amount of study done to explore teacher educators’ writing assessment literacy. This study adopted Crusan et al (2016) writing assessment literacy framework which later derived into three terms consist of knowledge, beliefs and practices. Two teacher educators from private university and Islamic private university participated to provide the data of their writing assessment literacy which gathered from questionnaire, interviews and writing tasks. The results highlight even teacher educators possess a range of writing proficiency that meets the minimum requirements to be addressed as proficient writing teachers, teacher educators writing assessment literacy showed on how they conduct the writing courses. This study found that teacher educators shared similar writing courses aim: to teach academic writing and to prepare students to take IELTS test which shaped their writing assessment literacy. Therefore, their writing assessment knowledge acquired from prior education, teaching experience, and self-learning influenced how they conduct the teaching activities. Their beliefs and practices also varied based on how they dealing with several issues raised in the writing class such as students’ lack of ideas organization, disorganized structures, using the wrong mechanics and punctuations, difficulty dealing with the time, limited meetings in a semester, lack of grammatical accuracy, and low vocabularies size and depth. Furthermore, heavy workload, subjectivism issues and maintain accurate assessment practices also addressed as the influence of their beliefs and practices.