Literacy skills form a foundational basis for the development of a wide range of competencies. However, Indonesia’s reading literacy and numeracy scores have shown no significant improvement over the past 10–15 years.

Despite this trend, several studies indicate that well-designed assessments can contribute significantly to improving literacy skills. Teachers, as the primary agents of assessment, play a critical role in integrating assessment practices with technology. However, effective integration can only occur if teachers first possess strong assessment competencies, as teacher capacity is a key determinant of collective success in improving students’ literacy outcomes.

This Policy Brief raises a critical question: What challenges do teachers face in implementing community-based assessment practices? By examining these challenges, the brief seeks to inform policy discussions on strengthening teachers’ assessment capacity and fostering more effective, context-responsive literacy assessment models.

Disclaimer
This Policy Brief reflects the analytical perspectives of researchers from Center for Education and Policy Studies (PSPK), based on a literature review and PSPK’s direct involvement in the PPDB Bersama initiative in collaboration with the Jakarta Provincial Education Office. The document may be cited, disseminated, and used for non-commercial purposes with appropriate attribution.