Factors Influencing Assessment Decision-Making of Pre-Service EFL Teachers: Insights From the Teaching Practicum Experience

Effective classroom assessment is essential for quality teaching, yet pre-service English as a Foreign Language (EFL) teachers often face challenges in assessment decision-making during their practicum. This study explores factors influencing the assessment practices of 42 pre-service EFL teachers in senior high schools in Semarang, Indonesia. Using a qualitative research design and semi-structured interviews, thematic analysis revealed four key findings. First, pre-service teachers’ knowledge of assessment principles, such as validity, reliability, and formative strategies, supported effective design but was limited by gaps in practical application. Second, their conceptions of assessment, shaped by prior experiences and institutional norms, influenced their preferences for formative versus summative approaches, with positive beliefs fostering innovation and traditional views constraining flexibility. Third, mentor teachers played a pivotal role, with supportive guidance enhancing autonomy and confidence, while rigid oversight often perpetuated outdated practices. Finally, classroom realities, including resource constraints, class size, and time limitations, posed significant challenges to implementing ideal assessments. These findings highlight the interplay of knowledge, beliefs, mentorship, and contextual factors in shaping pre-service teachers’ assessment decision-making. The study underscores the need for teacher education programs to integrate practical training with theoretical instruction, fostering adaptability and confidence in diverse teaching contexts. Further research should examine the long-term impact of teacher training and the mentorship dynamic on enhancing assessment literacy and decision-making.