LAUSR

Abstract This paper reports on teachers’ assessment practices, values underlying them, and the predictors of assessment practice dimensions. Responses from 327 Indonesian teachers towards the Assessment for Learning in International Contexts (ALIC) questionnaire were analysed using descriptive statistics, exploratory factor analysis (EFA), and regression analysis. The learning-oriented, performance and curriculum-driven, and student agency-related practices were considered important and frequently conducted in class, despite some inconsistencies being identified. EFA generated three factors, namely ‘making learning explicit and engaging’, ‘promoting learner autonomy, involvement, and comparison’, and ‘errors and factual learning’. Teacher age was the only significant but not strong predictor of assessment dimensions.