This research aimed to explore teachers’ experiences in participating in and following up on large-scale diagnostic assessments in Indonesia (Indonesian Madrasah Competency Assessment or AKMI). The research adopts a phenomenological approach within a qualitative methodology. Six 5th grade teachers from an Indonesian Islamic Primary School participated in this research. Data were collected through a series of focus group discussions (FGD). Data analysis was conducted in four steps: decontextualization, recontextualization, categorization, and compilation to identify the underlying meanings of the content. The findings of this research indicate that teachers’ experiences in participating in activities related to the implementation of the AKMI are described in four sub-themes: administrative knowledge and skills, numeracy literacy insights, item writing skills, and score interpretation knowledge. Teachers’ experiences following up on AKMI results are described in four sub-themes: socializing AKMI results, developing school programs, accountability for AKMI results, and material appropriateness.
Kartianom et al. (Mon,) studied this question.