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This study investigated teacher’s assessment practices in secondary context. There were 69 teachers from Jakarta, Bogor, Depok, Bekasi, Tangerang that become the participants of the study. Open-ended question for 5 teachers randomly selected, then the data was analyzed by using thematic analysis. This study identified three main objects that teachers might do in terms of conducting classroom assessment; the relation between teachers’ perception and practices; teachers assessment skills by years of teaching; and strength and challenges during conducting assessment. Importantly, the study results suggest that teachers need to be aware with their basic knowledge of assessment.
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