Literacy-based formative assessment is a new concept in the education system. Unfortunately, few EFL teachers understand its importance. The EFL teacher's perspective will determine their decisions regarding learning. Therefore, the researcher conducted a case study with a qualitative design using experimental teaching embedding literacy-based formative assessment. Three EFL teachers participated voluntarily, and their identities were kept anonymous with pseudonyms as ethical considerations. This research aimed to explain teachers' perspectives of literacy-based formative assessment after experimental teaching Time 1 and explore the development of the teachers' perspectives after experimental Teaching Time 2. The instruments were focus group discussions, questionnaires, and interviews. Questionnaire data was analyzed using descriptive qualitative, and interview data was analyzed using thematic analysis. The research concluded that teachers had favorable perspectives about the assessment. They perceived it as one of the critical strategies in EFL teaching and had the potential to be very helpful, but some efforts were still needed to overcome its challenge. The teachers' perspectives developed positively after the experimental teaching Time 2. They were convinced that the assessment benefits EFL teaching. The research suggested that all parties work together so that the implementation of the assessment can be carried out optimally to provide maximum benefits.TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//