This study investigates Indonesian English teachers’ perceptions of local English varieties and their influence on assessment practices, a crucial area given the increasing diversity of English in global and local contexts. While existing research highlights the recognition of World Englishes and their pedagogical implications, little is known about how teachers’ perceptions shape the evaluation of diverse English forms within Indonesia’s assessment system. The study aims to explore perceptions across different teaching levels, experience, and school locations, and to understand how these attitudes impact assessment decisions. Utilizing a quantitative, cross-sectional survey design, the research sampled 42 teachers from various Indonesian provinces through purposive sampling. Data were collected via a structured questionnaire and analyzed using SPSS to identify perception patterns and differences across subgroups. Findings reveal that teachers generally acknowledge the importance of local varieties but tend to prioritize native norms in assessments, with significant variations based on teaching levels, years of experience, and school locations. The study underscores the need for inclusive evaluation strategies that embrace linguistic diversity, informing professional development and policy reforms. Practically, these insights can guide the development of assessment policies that support multilingual identities and promote equitable language teaching, thereby enhancing the authenticity and relevance of English instruction in Indonesia.
