Innovative assessment has become an important concern in English language teaching. Nevertheless, there is limited knowledge regarding how English teachers understand and adapt innovative assessment practices in rural senior high school contexts, particularly in Bima. This study aims to explore English teachers’ perceptions and reported practices of innovative assessment in rural senior high schools. The data for this qualitative case study were collected through semi-structured interviews with three English teachers who had experience teaching English in rural school contexts. Based on the thematic analysis of the data, this study revealed that the teachers understood innovative assessment as a creative, meaningful, contextual, and student-centered approach to assessing English learning. Their reported practices showed that innovative assessment was implemented through authentic, performance-based, technology-supported, and locally relevant activities. However, its implementation was shaped by students’ limited English proficiency and confidence, classroom constraints, limited facilities, and insufficient professional training. The teachers responded to these challenges by adapting assessment tasks to students’ needs, using supportive feedback, collaborative work, familiar contexts, and available resources. These findings contribute to a more contextual understanding of how innovative assessment is interpreted and adapted in rural English classrooms theoretically and practically.
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