A QUALITATIVE OBSERVATIONAL STUDY ON STUDENTS’ ENGAGEMENT AND CHALLENGES IN LEARNING ENGLISH ASSESSMENT: EXPLORING ENGLISH LANGUAGE TEST DEVELOPMENT

Abstract

This study investigates students’ engagement and challenges in learning English assessment, with a particular emphasis on the test development process. Conducted through a qualitative observational approach, the research draws from a lecturer’s classroom experience in teaching English assessment course to English education students at university level. Observation notes, reflective teaching journals, and student interactions served as primary data sources. Findings reveal that while students exhibit high levels of curiosity and participation during hands-on activities, as item writing, rubric development, and peer assessment, they often encounter difficulties in understanding abstract concepts related to validity, reliability, and test standardization. These challenges stem from unfamiliar terminology, limited prior exposure to assessment design, and a theoretical overload without sufficient contextual grounding. However, when assessment theory is integrated with experiential learning, as collaborative projects, simulations, and peer feedback, students show improved comprehension and deeper sense of assessment literacy. Study highlights the value of scaffolded learning, reflective teaching, and interactive engagement in fostering students' ability to design and analyze language tests effectively. The research contributes to pedagogical strategies for improving language assessment instruction in teacher education programs and suggests that student-centered, practice-based approaches are essential to bridging the gap between theory and application in assessment learning.