English Teachers’ Perceptions and Challenges in Evaluating Digital Assessment in Indonesian Islamic Senior High Schools: A Systematic Literature Review

Abstract

Digital assessment has become increasingly important in English language teaching due to the rapid integration of educational technology in Indonesian Islamic Senior High Schools. Despite its growing implementation, inconsistencies remain between teachers’ positive perceptions and practical challenges in digital assessment practices. This study investigates English teachers’ perceptions and challenges in evaluating digital assessment through a Systematic Literature Review. Twenty-five journal articles published between 2004 and 2025 were analyzed from Google Scholar, ERIC, Scopus, ScienceDirect, SINTA, and GARUDA databases. The findings reveal that teachers generally perceive digital assessment positively because it supports flexibility, student engagement, formative feedback, and authentic language learning. However, implementation remains constrained by limited digital literacy, inadequate technological infrastructure, unstable internet access, academic dishonesty, and insufficient professional training. Effective implementation therefore requires continuous professional development, infrastructure improvement, institutional support, and stronger digital assessment literacy.

Keywords: digital assessment, teachers’ perceptions, assessment challenges, English language teaching, systematic literature review