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Due to its convenience, online assessment has become one of the most essential components in English Language Teaching (ELT). Online assessment has been more intensively used in English Language Teaching practices to complement conventional assessments. However, the success of online assessment implementation in ELT depends on the teachers’ perspectives and beliefs about online assessment itself. This paper explores the perspectives and beliefs of teachers in Central Java on online assessment in ELT and the factors underlying their perspectives and beliefs on the effectiveness of online assessment in ELT. This study employed a qualitative research design and collected data through semi structured interviews with twelve elementary school teachers in Central Java, Indonesia. The studied teachers had experience in online classes because of the school lockdown during the outbreak of Covid-19. The findings indicate that while they have positive perspectives towards the potential benefits of online assessment, they also express concerns on the reliability and validity of online assessment. The teachers that participated in the research highlighted the need for training and support in designing and implementing online forms of assessment, which allowed them to combine online and traditional assessment methods. Teachers mostly believe ELT is best applied through direct communicative interaction. Overall, this study sheds light on the complexities of online assessment in ELT.
Hartono et al. (Fri,) studied this question.