ENGLISH TEACHERS’ PERCEPTIONS ON ONLINE ASSESSMENT IN ELT AT VOCATIONAL HIGH SCHOOLS IN THE ACADEMIC YEAR 2025/2026

This study is to examine English Teachers’ Perceptions on Online Assessment in ELT At Vocational High Schools in The Academic Year 2025/2026. The study concentrates on five major elements: Accessibility, Feedback, Assessment Report, Validity and Academic Integrity, and Teacher Readiness. The study utilizes a qualitative approach with case study analysis, incorporating data from questionnaire and data from semi- structured interviews, to deliver a thorough examination of teachers' experiences in executing online assessments. The questionnaire results reveal that most teachers possess favorable impressions across all five dimensions, especially for feedback delivery and teacher preparedness, while apprehensions persist regarding validity and academic integrity. The interview findings corroborate these results, indicating that teachers typically perceive online assessment as accessible, efficient in reporting, effective in delivering feedback, and manageable in practice when bolstered by appropriate tactics and institutional infrastructure. The findings indicate that online assessment has been effectively incorporated into English Language Teaching procedures in vocational high schools; however, further enhancements are required to tackle technical and integrity-related issues. This study underscores the necessity for ongoing professional development programs to bolster teachers' digital assessment skills, the improvement of technological infrastructure to guarantee equitable access, and the establishment of thorough academic integrity policies to uphold assessment credibility. These initiatives are crucial to maintain the validity, reliability, and pedagogical efficacy of online assessments in facilitating English language acquisition within vocational education settings.