Assessment Practices of Elementary School Teachers Based on Competency Mapping: An Equity-Oriented Perspective for Supporting Deep Learning
DOI:
https://doi.org/10.70211/wesw.v3i1.409Keywords:
Assessment Literacy, Competency Mapping, Deep Learning, Elementary School Teachers, Equitable EducationAbstract
Assessment and feedback play a critical role in supporting meaningful learning and promoting students’ higher-order thinking skills; however, many elementary school teachers continue to experience difficulties in designing student-centered assessments that support deep learning processes. This study aims to analyze elementary school teachers’ assessment practices based on competency mapping within a deep learning perspective and an equity-oriented framework of teacher professional development. The study employed a quantitative descriptive approach using secondary data from teacher competency mapping conducted by Balai GTK Lampung in 2025 involving 19,384 elementary school teachers. Data were analyzed using descriptive statistical techniques to examine the distribution of pedagogical competencies, particularly in the assessment domain. The findings indicate that teachers demonstrate relatively adequate competence in establishing safe learning environments and implementing student-centered learning, while competencies related to formative assessment design and feedback provision remain comparatively lower than other pedagogical domains. These results suggest that assessment literacy supporting deep learning has not yet been optimally implemented in elementary classrooms and requires targeted professional development interventions. From an inclusive education perspective, strengthening assessment competence is essential for improving equitable classroom participation and supporting teachers’ instructional agency and professional wellbeing. This study contributes to the literature by providing large-scale competency mapping evidence on teachers’ assessment practices and highlighting assessment literacy as a strategic component of welfare-oriented and equity-responsive teacher development aligned with Sustainable Development Goals 4 and 5.
References
[1] K. Sirianansopa, “Evaluating students' learning achievements using the formative assessment technique: A retrospective study,” BMC Medical Education, vol. 24, no. 1, p. 1373, Nov. 2024. https://doi.org/10.1186/s12909-024-06347-5
[2] J. Li and P. Y. Gu, “Teacher continuing professional development in formative assessment: A pathway to enhanced student achievement,” Teaching and Teacher Education, vol. 174, p. 105426, May 2026. https://doi.org/10.1016/j.tate.2026.105426
[3] A. Sortwell et al., “A systematic review of meta-analyses on the impact of formative assessment on K-12 students’ learning: Toward sustainable quality education,” Sustainability, vol. 16, no. 17, p. 7826, 2024. https://doi.org/10.3390/su16177826
[4] Z. Mirsanjari, “Enhancing assessment literacy in EAP instruction: The role of teacher development courses in overcoming systemic barriers,” Language Testing in Asia, vol. 15, no. 1, p. 30, Jun. 2025. https://doi.org/10.1186/s40468-025-00368-7
[5] D. Asamoah, M. Shahrill, and S. N. Abdul Latif, “Towards developing classroom assessment literacy: Exploring teachers’ approaches to assessment across cultures,” Cogent Education, vol. 10, no. 2, Dec. 2023. https://doi.org/10.1080/2331186X.2023.2280301
[6] U. J. Ofem et al., “Re-engineering inclusive classroom assessment practices in a digitalized environment: The mediating effect of digital competencies, instructional practices and assessment literacy,” Social Sciences & Humanities Open, vol. 10, p. 101150, 2024. https://doi.org/10.1016/j.ssaho.2024.101150
[7] F. Dursun and A. Aykan, “Exploring teachers’ narratives: Challenges and strategies for enhancing the teaching process,” SAGE Open, vol. 15, no. 1, Jan. 2025. https://doi.org/10.1177/21582440251332557
[8] L. Zhao, B. Zhao, and C. Li, “Alignment analysis of teaching-learning-assessment within the classroom: How teachers implement project-based learning under the curriculum standards,” Disciplinary and Interdisciplinary Science Education Research, vol. 5, no. 1, p. 13, Sep. 2023. https://doi.org/10.1186/s43031-023-00078-1
[9] S. Woodcock, U. Sharma, P. Subban, and E. Hitches, “Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices,” Teaching and Teacher Education, vol. 117, p. 103802, Sep. 2022. https://doi.org/10.1016/j.tate.2022.103802
[10] P. Mercan Kucukakın, O. Yildirim Tasti, R. Cobanoglu, T. Gokmenoglu, and M. O. Akcaoglu, “Embracing diversity in the classroom: Teachers’ perceptions on culturally responsive classroom practices in Türkiye,” Education and Urban Society, vol. 57, no. 7, pp. 699–730, Sep. 2025. https://doi.org/10.1177/00131245251334358
[11] G. Townend, D. Alonzo, S. Knipe, and S. Baker, “What does the international literature say about assessment practice for equitable learning outcomes for educationally disadvantaged high school students?,” Frontiers in Education, vol. 10, Aug. 2025. https://doi.org/10.3389/feduc.2025.1536485
[12] D. Tsagari and T. Rousoulioti, “Enhancing assessment literacy for teachers of less commonly taught languages: Insights from Greek as a second language,” Trends in Higher Education, vol. 4, no. 1, p. 12, Mar. 2025. https://doi.org/10.3390/higheredu4010012
[13] G. Ika Sari, S. Winasis, I. Pratiwi, U. Wildan Nuryanto, and Basrowi, “Strengthening digital literacy in Indonesia: Collaboration, innovation, and sustainability education,” Social Sciences & Humanities Open, vol. 10, p. 101100, 2024. https://doi.org/10.1016/j.ssaho.2024.101100
[14] R. Rogers, M. Elias, L. Smith, and M. Scheetz, “Centering community and collaboration in a multi-year literacy professional development initiative between a university and school district,” School-University Partnerships, vol. 17, no. 2, pp. 103–123, Jun. 2024. https://doi.org/10.1108/SUP-10-2023-0039
[15] Å. Olsson and S. Hansson, “Designing for diversity: Teachers’ strategies for creating inclusive learning environments,” Learning Environments Research, vol. 29, no. 1, p. 2, Jun. 2026. https://doi.org/10.1007/s10984-025-09561-0
[16] N. Mdlulwa and M. M. Sefotho, “Empowered teachers, stronger schools: A collaborative approach to equity and inclusion in South Africa,” Cogent Education, vol. 12, no. 1, Dec. 2025. https://doi.org/10.1080/2331186X.2025.2590916
[17] S. Molina Roldán, J. Marauri, A. Aubert, and R. Flecha, “How inclusive interactive learning environments benefit students without special needs,” Frontiers in Psychology, vol. 12, Apr. 2021. https://doi.org/10.3389/fpsyg.2021.661427
[18] E. Kleinlein, “Conceptualising inclusive assessment: A critical literature review at the nexus of education, inclusion, and assessment,” European Journal of Special Needs Education, vol. 41, no. 1, pp. 101–120, Jan. 2026. https://doi.org/10.1080/08856257.2025.2500137
[19] N. Eryilmaz, “Assessment as a site of inclusion: A qualitative inquiry into academic faculty perspectives,” Trends in Higher Education, vol. 4, no. 3, p. 53, Sep. 2025. https://doi.org/10.3390/higheredu4030053
[20] S. Hadzhikoleva, E. Hadzhikolev, S. Gaftandzhieva, and G. Pashev, “A conceptual framework for multi-component summative assessment in an e-learning management system,” Frontiers in Education, vol. 10, Sep. 2025. https://doi.org/10.3389/feduc.2025.1656092
[21] W. N. Alwakid, N. A. Dahri, M. Humayun, and G. N. Alwakid, “Exploring the role of AI and teacher competencies on instructional planning and student performance in an outcome-based education system,” Systems, vol. 13, no. 7, p. 517, Jun. 2025. https://doi.org/10.3390/systems13070517
[22] X. Wang, J. Niu, B. Fang, G. Han, and J. He, “Empowering teachers’ professional development with LLMs: An empirical study of developing teachers’ competency for instructional design in blended learning,” Teaching and Teacher Education, vol. 165, p. 105091, Oct. 2025. https://doi.org/10.1016/j.tate.2025.105091
[23] K. E. S. Street, S. K. Ertesvåg, S. M. Gamlem, L. M. Rebni, R. M. Sølvik, and G. S. Vaaland, “Classroom management for first-year pre-service teachers: What is difficult and why?,” Teaching and Teacher Education, vol. 168, p. 105235, Dec. 2025. https://doi.org/10.1016/j.tate.2025.105235
[24] S. Ki, S. Park, and J. Ryu, “The effects of classroom management efficacy on interest development in guided role-playing simulations for sustainable pre-service teacher training,” Sustainability, vol. 17, no. 14, p. 6257, Jul. 2025. https://doi.org/10.3390/su17146257
[25] E. Putra and M. Yanto, “Classroom management: Boosting student success—a meta-analysis review,” Cogent Education, vol. 12, no. 1, Dec. 2025. https://doi.org/10.1080/2331186X.2025.2458630
[26] B. B. Ndlovu, “Exploring teachers’ practices when using formative assessment in improving quality education,” Cogent Education, vol. 12, no. 1, Dec. 2025. https://doi.org/10.1080/2331186X.2025.2451489
[27] H. D. Ali and M. Mjenda, “Teachers’ understanding of classroom assessment: Insights from English language teachers in Dodoma municipality, Tanzania,” Cogent Education, vol. 11, no. 1, Dec. 2024. https://doi.org/10.1080/2331186X.2024.2380627
[28] A. Zahid and A. Nawab, “Teaching strategies influencing learning strategies: Exploration of teaching and learning practices in a higher education context in Pakistan,” Social Sciences & Humanities Open, vol. 11, p. 101442, 2025. https://doi.org/10.1016/j.ssaho.2025.101442
[29] A. Jordan and D. McGhie-Richmond, “Identifying effective teaching practices in inclusive classrooms,” in Measuring Inclusive Education. Emerald Group Publishing Limited, 2014, pp. 133–162. https://doi.org/10.1108/S1479-363620140000003023
[30] D. Vlachopoulos and A. Makri, “A systematic literature review on authentic assessment in higher education: Best practices for the development of 21st century skills, and policy considerations,” Studies in Educational Evaluation, vol. 83, p. 101425, Dec. 2024. https://doi.org/10.1016/j.stueduc.2024.101425
[31] A. J. Mahardhani, B. Nadeak, I. M. Hanika, I. Sentryo, and R. Kemala, “A new approach to curriculum development: The relevance of the higher education curriculum to industry needs,” International Journal of Educational Research Excellence, vol. 2, no. 2, pp. 501–509, Nov. 2023. https://doi.org/10.55299/ijere.v2i2.620
[32] E. C. Papanastasiou, M. Giallousi, and E. Pitri, “Re-introducing authentic assessment in classroom assessment courses: Finding its place in the 21st century,” Education Sciences, vol. 15, no. 11, p. 1564, Nov. 2025. https://doi.org/10.3390/educsci15111564
[33] Z. Maqsood, M. Sajjad, and R. Yasmin, “Effect of feedback-integrated reflection on deep learning of undergraduate medical students in a clinical setting,” BMC Medical Education, vol. 25, no. 1, p. 66, Jan. 2025. https://doi.org/10.1186/s12909-025-06648-3
[34] M. Aridan, U. Hijriyah, K. N. Khabibjonovna, H. Geng, I. Azad, and T. Elyas, “Pre-service language teachers’ readiness for deep learning approaches: Insights from a cross-regional study in Asia,” LLT Journal: A Journal on Language and Language Teaching, vol. 28, no. 2, pp. 527–551, Sep. 2025. https://doi.org/10.24071/llt.v28i2.12274
[35] K.-D. Vattøy and S. M. Gamlem, “Navigating formative assessment as professional development in digital contexts: Insights from teachers’ experiences,” Teacher Development, pp. 1–18, Jul. 2024. https://doi.org/10.1080/13664530.2024.2382956
[36] M. Younas, I. Ismayil, Y. Jiang, and U. Noor, “Formative assessment in language teaching at university level: Teachers’ understanding and practice,” SAGE Open, vol. 15, no. 3, Jul. 2025. https://doi.org/10.1177/21582440251340462
[37] I. Levy-Feldman, “The role of assessment in improving education and promoting educational equity,” Education Sciences, vol. 15, no. 2, p. 224, Feb. 2025. https://doi.org/10.3390/educsci15020224
[38] D. Sun et al., “Empowering university teachers in higher education: A generative AI-responsive competency framework,” Computers and Education: Artificial Intelligence, vol. 10, p. 100542, Jun. 2026. https://doi.org/10.1016/j.caeai.2026.100542
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nasib Wasito, Herpratiwi
This work is licensed under a Creative Commons Attribution 4.0 International License.