Abstract

This study examines the execution of English language evaluation in Indonesian secondary schools under the Merdeka Curriculum, emphasizing strategies, obstacles, and educators' opinions. Data were acquired through interviews with English teachers using a qualitative narrative method to provide insights into their experiences. The results indicate that although the curriculum provides flexibility and autonomy, educators encounter obstacles including insufficient training, excessive class numbers, and inadequate resources. Diversity among students and inequitable access to technology further complicate evaluations. Notwithstanding these challenges, educators perceive formative and summative exams as advantageous for facilitating significant learning.This study underscores the necessity for enhanced training, resource distribution, and support mechanisms to refine assessment processes and match them with the objectives of the Merdeka Curriculum.
Keyword: Assessment, Merdeka Curriculum, Secondary High School

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