Abstrak
This research aims to identify and analyze the obstacles faced by English teachers in implementing the Merdeka Curriculum assessment at SMA N 1 Ampek Angkek. First, these obstacles include a lack of training and socialization regarding the principles and practices of assessment in accordance with the Merdeka Curriculum. Second, time management is also a big challenge in assessment in large classes, where assessment processes such as formative and summative are often hampered by heavy workloads. Third, obstacles in aligning assessment with learning objectives and in implementing project-based assessment. Teachers often find it difficult to design assessments that match the learning objectives that have been set, especially when project-based assessments require the evaluation of practical skills and complex work outcomes. This makes it obstacles for teachers to ensure that assessments reflect not only students' academic achievement but also relevant skills, thus hindering the implementation of holistic and integrative assessments in accordance with Merdeka Curriculum. This research uses a qualitative descriptive research design, to collect data and answer questions related to problems in implementing assessment in Merdeka Curriculum in English subjects. The research was conducted at SMAN 1 Ampek Angkek in the 2023/2024 school year, focusing on class X which has implemented the Merdeka Curriculum. The research subjects were three English teachers in phase E. Research instruments include observation, interviews, and documentation. The result of the research showed that to improve the effectiveness of assessment in the Merdeka Curriculum, improvements are needed in socialization and training for teachers, as well as the provision of adequate facilities and infrastructure. Teachers also revealed that although they understand the importance of assessments that are in line with learning objectives, the existing limitations often hinder the implementation of effective and comprehensive assessments. The research also emphasizes the need for collaboration between teachers, schools and government in developing a curriculum that suits learning needs. In addition, there needs to be an adjustment in the number of students per class and sufficient time allocation to conduct an indepth and thorough evaluation.