Teacher’s Obstacles in Formative Assessment in The Merdeka Curriculum

Abstract

This study aims to identify the obstacles faced by English teachers in implementing formative assessment within the *Kurikulum Merdeka* (Independent Curriculum) framework at SMA N 1 Luhak Nan Duo. The study employs a qualitative descriptive design. The participants consisted of two English teachers who have implemented formative assessment in their English instruction under the *Kurikulum Merdeka*. Data were collected through semi-structured interviews and analyzed using qualitative data analysis techniques. The findings reveal five primary obstacles: time constraints, large class sizes, teacher workload, limited facilities, and difficulties in the practical application of formative assessment concepts. Time constraints and large class sizes hinder teachers from monitoring student progress and providing individualized feedback. Workload reduces the time available to prepare assessment activities, while limited facilities restrict the use of varied and technology-based assessment methods. Although both teachers possess a sound conceptual understanding of formative assessment, they still struggle to implement it consistently. Overall, these five obstacles are interconnected and influence the implementation of formative assessment in the classroom.