INTRODUCTION
Assessment is usually employed when students or other individuals learn a lesson topic, and it is a
continuous process that involves a much broader area (Brown, 2004). Brown & Abeywickrama (2018) describes
assessment as an ongoing process used to evaluate learning in individuals, such as students, by examining their
knowledge, understanding, skills, and attitudes. Assessment involves gathering information about learners through
various methods or tools, including tests, quizzes, (Dawadi, 2020) and portfolios. A test, therefore, is a specific
tool, technique, or method designed to measure students' knowledge or ability to perform a particular task. To be
effective, tests must meet essential criteria such as validity and reliability (Brown & Abeywickrama, 2018). The
Indonesian education system has undergone a major assessment reform with the replacement of the National
Examination (Ujian Nasional/UN) by the Tes Kemampuan Akademik (TKA). TKA is designed to measure
students’ academic abilities, particularly literacy and reasoning skills, rather than rote memorization. As a
transitional national assessment, TKA plays a crucial role in shaping teaching, learning, and evaluation practices in
schools.
The Indonesia Ministry of Educatioan explains that the implementation of the Academic Ability Test (Tes
Kemampuan Akademik – TKA) is motivated by the need for standardized reporting of students’ individual
academic achievement. In recent years, the absence of standardized assessments that provide individual academic
performance reports has led to several problems. These issues mainly arise when comparisons of students’
academic achievements from different educational institutions are required, such as during selection processes.
Since TKA is newly implemented assessment after some years absence, this study investigates its potential
washback effect on educational practices. Brown, H. D. & Abeywickrama (2018) identify five foundational
principles of effective language assessment: practicality, reliability, validity, authenticity, and washback. The
implementation of a new high-stakes assessment often influences teaching methods, learning strategies, and
classroom assessment practices. Therefore, this study aims to examine the washback effect of TKA within the
educational context.