Evaluating Teachers’ Assessment Practices in Teaching English

Assessment of students' English ability is essential in determining instructional plans and evaluating the effectiveness of teaching practices. This quantitative study evaluated English teachers’ assessment practices and their relationship to the elements of quality assessment in Mulanay District I and II, involving 60 English teachers selected through total enumeration. Using a descriptive-correlational design, the study employed a researcher-made survey questionnaire with a Cronbach’s Alpha of 0.78, ensuring excellent reliability. Findings revealed that teachers practiced formative assessments to a great extent (M = 3.32), with quizzes (M = 3.80) and role plays/simulations (M = 3.60) as the most frequently utilized methods. Summative assessments were also practiced to a great extent (M = 3.39), with final exams (M = 3.96) and practical exams (M = 3.58) ranking highest. Regarding quality assessment elements, teachers consistently demonstrated high practices in transparency (M = 3.80), fairness (M = 3.86), reliability (M = 3.68), validity (M = 3.68), inclusiveness (M = 3.69), and equitability (M = 3.65). Correlation analysis using Spearman’s rho showed that formative assessments had moderate and significant relationships with validity (ρ = 0.436, p = 0.002) and fairness (ρ = 0.494, p < 0.001), while summative assessments also showed significant moderate correlations with validity (ρ = 0.510, p < 0.001) and fairness (ρ = 0.503, p < 0.001). These results indicate that both assessment types contribute to quality assessment, with formative assessment having a stronger influence on instructional improvement. As a key output, the study produced an Assessment Guide for English Teachers, which integrates best practices in formative and summative assessment, emphasizing validity, fairness, inclusiveness, and equity. This guide aims to enhance classroom assessment practices and support improved language instruction and student achievement.