Bridging the Gap: Unveiling Assessment Literacy Among Non-Formal Education Tutors
Teacher assessment literacy is a crucial foundation for enhancing the quality of learning. However, studies specifically focusing on assessment literacy among non-formal education (NFE) tutors have received limited attention. This paper presents the findings of an exploratory study on the assessment literacy of NFE tutors, aiming to bridge this gap and contribute to the improved quality of non-formal education. The study utilized a quantitative approach and survey methods. A Google Forms-based Likert Scale instrument was utilized for data collection, distributed for one month through the WhatsApp groups of the National Equivalency Education Tutor Forum and the Indonesian Association of 'Pamong Belajar'. From an initial 558 responses, 322 were selected for data analysis based on completeness. Data analysis was carried out using SPSS through the Descriptive menu, T-Test, Analysis of Variance (ANOVA), and Regression. The results indicate that: 1) NFE tutors' assessment literacy tends to be low; 2) There are no significant differences in NFE tutors' assessment literacy based on gender, duration of experience, or type of educational experience, but significant differences are observed across age groups and educational levels; and 3) Most items demonstrate significant correlations, supporting the NFE tutors' Assessment Literacy Construct.
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