THE JOURNAL OF ASIA TEFL Vol. 20, No. 3, Fall, 2023, 693-701 http://dx.doi.org/10.18823/asiatefl.2023.20.3.13.693  2023 AsiaTEFL All rights reserved. 693 The Journal of Asia TEFL http://journal.asiatefl.org/ e-ISSN 2466-1511 © 2004 AsiaTEFL.org. All rights reserved. How Pre-Service English Teachers Understand and Enact Assessment in Teaching Practicum: Narratives from Within M. Faruq Ubaidillah Universitas Islam Malang Mutmainnah Mustofa Universitas Islam Malang Ali Ashari Universitas Islam Malang Introduction Assessing students’ performance in learning is necessary and a crucial task that teachers should enact (Brooks et al., 2020; Cho et al., 2020). Assessment is needed to help the teachers and students identify learning gaps and goals to facilitate targeted instruction (Deluca & Hughes, 2014; Mok, 2010). However, the first and foremost issue to date is that assessment is believed to be challenging as it includes knowledge and how to practice it in classes. Several studies have attempted to investigate assessment effectiveness in the classroom and teachers’ grading decisions (see Dhillon & Kaur, 2020; Mantzicopoulos et al., 2018; Pratolo & Purwanti, 2020). Those studies documented various assessment practices enacted by teachers and concluded that assessment is critical in classroom learning. Other studies have also looked into the interlink between teacher knowledge and practice of assessment in language classrooms worldwide (see, for example, Leung, 2013; Yin, 2010). The primary goal of assessment in the classroom is to enable students to develop their autonomous learning. This paradigm considers students as agents of assessment, rather than looking at them as the passive recipients of classroom assessment (Rasyidah et al., 2020). Classroom assessment serves as the social construction of student understanding and teacher teaching performance outlook. However, in this case, teachers are asked to provide active learning through assessment for students which enables them to sustain their competencies. In obtaining a well-practiced classroom assessment, teacher knowledge is of paramount importance (Wolff et al., 2020). In the context of pre-service teacher education programs, although some attempts have been made to address assessment knowledge and practice, very little attention has been geared toward exploring Indonesian pre-service English teachers’ knowledge and practice of assessment. Research in this area has been exclusively done toward in-service and university teachers (Farhady & Tavassoli, 2018; Tavassoli & Farhady, 2018; Xu & Liu, 2009; Zulaiha et al., 2020). In fact, assessment literacy and its practice enacted