Rethinking the Roles of Assessment in Music Education

2012 ◽  
Vol 98 (3) ◽  
pp. 31-35 ◽  
Author(s):  
Sheila J. Scott
Keyword(s):  
Music Education ◽  
Curriculum Reform ◽  
Student Assessment ◽  
Assessment For Learning ◽  
Multiple Roles ◽  
Student Centered ◽  
Assessment Of Learning ◽  
Assessment As Learning ◽  
Use Of Assessment

In music education, current attention to student-centered approaches for learning affects our understanding of student assessment. This view to curriculum reform requires new perspectives for assessment. There is a need to move beyond the summative use of assessment to assign grades to examining the roles of assessment in supporting and enhancing learning. To this end, multiple roles of assessment are examined under three headings: (1) assessment of learning, (2) assessment for learning, and (3) assessment as learning.

scholarly journals Pelatihan Implementasi Assessment Of Learning, Assessment For Learning Dan Assessment As Learning Pada Pembelajaran IPA SMP di MGMP Kabupaten Magelang

2020 ◽  
Vol 4 (1) ◽  
pp. 71-78
Author(s):  
Dadan Rosana ◽  
Eko Widodo ◽  
Wita Setianingsih ◽  
Didik Setyawarno
Keyword(s):  
Learning Outcomes ◽  
Junior High School ◽  
Learning Process ◽  
Student Assessment ◽  
Assessment For Learning ◽  
Learning Assessment ◽  
High School Science ◽  
Training Activity ◽  
Assessment Of Learning ◽  
Assessment As Learning

AbstrakKegiatan pelatihan ini bertujuan untuk meningkatkan kualitas penilaian peserta didik sehingga dapat menerapkan otentik asesmen sebagaimana di minta di Kurikulum 2013. Penilaian konvensional cenderung dilakukan untuk mengukur hasil belajar peserta didik. Dalam konteks ini, penilaian diposisikan seolah-olah sebagai kegiatan yang terpisah dari proses pembelajaran. Pemanfaatan penilaian bukan sekadar mengetahui pencapaian hasil belajar, justru yang lebih penting adalah bagaimana penilaian mampu meningkatkan kemampuan peserta didik dalam proses belajar.Penilaian seharusnya dilaksanakan melalui tiga pendekatan, yaitu assessment of learning (penilaian akhir pembelajaran), assessment for learning (penilaian untuk pembelajaran), dan assessment as learning (penilaian sebagai pembelajaran). Dengan kegiatan pelatihan ini diharapkan kompetensi guru dalam bidang penilaian dapat meningkat.Kegiatan pengabdian ini dilakukan dalam rancangan workshop dan pendampingan mulai dari penjelasan tentang pemanfaatan Assessment of Learning, Assessment for Learning dan Assessment as Learning Pada Pembelajaran IPA SMP, melakukan validasi dan uji coba asessment di kelas pembelajaran, dan menerapkan asesmen tersebut dalam seluruh penbelajaran IPA di SMP. Evaluasi kegiatan dilaksanakan baik dari aspek proses (workshop dan pendampingan) maupun aspek produk (melakukan tes kemampuan guru menerapkan asesmen di kelas pembelajaran). Pada tahap implementasi di lapangan akan dilaksanakan dengan cara melakukan kemitraan kolaboratif dengan MGMP IPA SMP di Kabupaten Magelang, Provinsi Jawa Tengah. Kata kunci: Pelatihan guru, Assessment of Learning, Assessment for Learning, Assessment as Learning. Assessment Of Learning, Assessment For Learning And As Learning Assessment Training In Smp Learning Learning In MGMP, Magelang DistrictAbstractThis training activity aims to improve the quality of student assessment so that they can apply authentic assessments as requested in the 2013 Curriculum. Conventional assessments tend to be carried out to measure student learning outcomes. In this context, assessment is positioned as if the activity is separate from the learning process. Utilization of assessment is not just knowing the achievement of learning outcomes, rather what is more important is how assessment can improve the ability of students in the learning process. Assessment should be carried out through three approaches, namely assessment of learning (assessment of learning), assessment for learning (assessment for learning) , and assessment as learning (assessment as learning). With this training activity it is expected that teacher competency in the field of assessment can increase.These service activities are carried out in the design of workshops and mentoring starting from the explanation of the use of Assessment of Learning, Assessment for Learning and Assessment as Learning in Junior High School Science Learning, validating and testing assessments in learning classes, and implementing these assessments in all Natural Sciences learning in SMP . Evaluation of activities carried out both from the aspect of the process (workshops and mentoring) and product aspects (testing the ability of teachers to apply assessments in learning classes). At the implementation stage in the field, it will be carried out by collaborative partnership with MGMP IPA SMP in Magelang Regency, Central Java Province.Key words: Teacher training, Assessment of Learning, Assessment for Learning, Assessment as Learning

scholarly journals E-Assessment and NEP 2020: Transforming Assessment for Students’ Development

2021 ◽  
Vol 4 (7) ◽  
Author(s):  
Geeta . ◽  
Shri Kant Dwivedi
Keyword(s):  
Education Institution ◽  
Assessment For Learning ◽  
Learning Systems ◽  
Historical Background ◽  
Learning Assessment ◽  
Technological Advancement ◽  
Assessment Of Learning ◽  
Assessment As Learning ◽  
E Learning ◽  
Education Process

The technological advancement and e-learning systems has resulted during upraised demand for tactics and means in measuring student's learning. Assessment is undoubtedly an important part of the education process in any education institution. The present study is to points on concepts of e-assessment; e-assessment historical background, tasks which will be accessed through e-assessment; purposes for assessment; recommendations of NEP2020 to shift assessment from summative to formative for students’ development; advantages and issues of e-assessment. it's concluded that e-assessment are more productive if it is reliable, valid and trustworthy so the Assessors need collaborative attempt todevelop genuine, transparent, valid and practicable assessment. E-assessment helps to measure the task of high order assessment. Keywords: E-assessment, NEP 2020, Assessment of Learning, Assessment for Learning, Assessment as Learning.

scholarly journals Tendencies and Characteristics of Feedback Given by Primary English Language Teachers in Croatia

2017 ◽  
Vol 14 (2) ◽  
pp. 85-102
Author(s):  
Ivana Cindrić ◽  
Snježana Pavić
Keyword(s):  
English Language ◽  
Assessment For Learning ◽  
Language Teachers ◽  
English Language Teaching ◽  
Clear Understanding ◽  
Assessment Of Learning ◽  
Assessment As Learning ◽  
English Language Teachers ◽  
And Performance ◽  
Giving Feedback

Feedback is a constituent part of three assessment approaches: assessment for/as/of learning. Feedback about students’ learning and performance differs in the three approaches with respect to manner and purpose. Feedback associated with assessment of learning is representative of the traditional way of teaching, its role reduced to mere reporting of a score or grade. However, in the context of assessment for learning and assessment as learning, feedback plays a more significant role. It implies having a clear understanding of how, when and why feedback is given in addition to involving students in giving feedback. This preliminary research on a sample of primary school English language teachers in Croatia focuses on tendencies in giving feedback and some general characteristics of feedback given to students within the assessment for learning approach. Teachers’ estimates of their competence in providing feedback and their needs in this particular area of assessment are revealed. The results will pinpoint areas which require further research for the purpose of more closely adhering to the principles of assessment for learning and assessment as learning in English language teaching.

scholarly journals PENERAPAN PENILAIAN DALAM KURIKULUM 2013 PADA TINGKAT DASAR MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

2020 ◽  
Vol 1 (2) ◽  
pp. 43-56
Author(s):  
Isnawati Nur Afifah Latif ◽  
Nurlaili Dina Hafni
Keyword(s):  
Learning Process ◽  
Assessment For Learning ◽  
Islamic Education ◽  
Learning Assessment ◽  
Learning Assessments ◽  
Assessment Of Learning ◽  
Assessment As Learning ◽  
Valuation Technique ◽  
Student Competencies ◽  
Previous Learning

In the 2013 curriculum, the concept of assessment to understand learning through competence refers to three approaches, namely assessment as learning, assessment for learning, assessment of learning. All three approaches must be taken by the teacher in the assessment activities. assessment as learning is carried out during the learning process by expecting results in the form of information to the teacher about students' readiness to understand deeper concepts. Assessment for learning. Assessment of learning is carried out by the teacher to measure the level of achievement of student competencies that can be known from previous learning assessments. In Islamic education subjects, the competencies assessed cover three aspects, namely aspects of knowledge, attitudes, and skills. Thus, the valuation technique must be adjusted so that the assessment and the results obtained are appropriate so that all interested parties can optimally utilize the results of the assessment.

scholarly journals Three Goals of Assessment in Medical Education

2019 ◽  
Vol 42 (3) ◽  
pp. 76-83
Author(s):  
Atipong Pathanasethpong
Keyword(s):  
Medical Education ◽  
Assessment For Learning ◽  
Comprehensive Approach ◽  
Learning Assessment ◽  
Programmatic Assessment ◽  
Education Assessment ◽  
Assessment Of Learning ◽  
Assessment As Learning ◽  
Single Method ◽  
Method Of Assessment

Assessment is closely connected to learning since assessment allows a learner’s current competencies to be measured. The results of such a measurement can then be used to produce learning. There are three goals for assessment in medical education: assessment of learning, assessment for learning, and assessment as learning. These three goals serve different purposes and therefore differ in how they are carried out. They also require different approaches for the assessors. It is crucial that all three goals be balanced and attained lest the testing culture wax and the learning culture wane, resulting in a situation in which learners place too much emphasis on passing the tests and not enough emphasis on learning and growing. No single method of assessment can sufficiently achieve all three goals. One comprehensive approach to achieve as well as balance all three goals is to utilize programmatic assessment, in which various methods of assessment are employed based on their strengths and how they can cover each other’s limitations.

scholarly journals Penggunaan Assesment For Learning Berbasis Comment Only Marking Terhadap Hasil Belajar Kognitif Siswa

BIODIK ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 255-265
Author(s):  
Hana Nurul Karimah ◽  
Sistiana Windyariani ◽  
Himatul Aliyah
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Cognitive Abilities ◽  
Cognitive Learning ◽  
Assessment For Learning ◽  
Student Response ◽  
Purposive Sampling ◽  
Assessment Of Learning ◽  
Use Of Assessment ◽  
Cognitive Learning Outcomes

The assessment is very important because it can express information on learning outcomes as a whole and continuously that can be used as a reference to determine student achievement and cognitive abilities. One of the assessments emphasized in the 2013 curriculum is the authentic assessment with the characteristics of assessment for learning and assessment of learning. The results of observations indicate the use of assessment is still dominated by the assessment of learning that is giving a score only. Assessment for learning based on comment only marking is an assessment of not only scores but students get follow-up from comments given as feedback. The study aims to determine the effect of assessment only learning based on comment only marking on cognitive learning outcomes of class XI students of the State Senior High School in Sukabumi Regency on the material regulatory system which was carried out on the 2nd and 3rd week of April 2020. This study used a pre- experimental and using one-group pretest-postest design. Samples were taken by purposive sampling technique totaling 36 students. The research instrument was in the form of cognitive test questions and student response questionnaires. The test questions used are cognitive tests based on Bloom's revised taxonomy with indicators C1 (remembering), C2 (understanding), C3 (applying), C4 (analyzing), C5 (evaluating), and C6 (creating) consisting of 30 multiple choice questions . The student response questionnaire used amounted to 30 statements with the types of negative and positive statements. Data analysis refers to the provisions of the category of cognitive abilities based on the 0-100 scale Ministry of Education and Culture with very good, good, enough, and less categories. The data obtained that as many as 86% of students get cognitive learning outcomes with very good categories, 92% of students complete learning and 83% of students give positive responses to the use of assessment for learning based on comment only marking. The results of this study indicate that there is an influence on the use of assessment only learning based on comment only marking on the cognitive learning outcomes of high school students in the material system of human regulation. Abstrak. Penelitian ini dilakukan berdasarkan temuan dari hasil observasi yaitu masih banyaknya hasil belajar kognitif siswa yang belum mencapai ketuntasan KKM, hal  tersebut disebabkan siswa tidak mengetahui kekurangan dan kelebihan dari pengetahuan yang mereka miliki. Hal tersebut karena penilaian yang diberikan guru didominasi oleh penilaian sumatif yaitu penilaian yang diberikan hanya berupa skor dan tidak memberikan feedback. Dengan demikian, diperlukan suatu strategi penilaian untuk meningkatkan hasil belajar kognitif siswa, yaitu dengan penilaian formatif yang disebut juga dengan Assesment for Learning. Comment Only Marking (COM) merupakan salah satu elemen dari strategi AfL. Tujuan penelitian ini yaitu untuk mengetahui pengaruh Assesment for Learning berbasis Comment Only Marking terhadap hasil belajar kognitif siswa kelas XI SMA pada materi sistem regulasi. Penelitian ini menggunakan metode pra-eksperimen (Pre-Eksperimental) dan menggunakan One-Group Pretest-Postest Design. Adapun populasi pada penelitian ini yaitu kelas XI  SMAN 1 Cisaat, sampel dalam penelitian ini yaitu kelas XI IPA 3 yang terdiri dari 36 siswa dengan teknik purposive sampling. Instrumen penelitian yang digunakan untuk mengumpulkan data yakni berupa tes dan angket respon siswa. Dari hasil penelitian diperoleh nilai rata-rata hasil belajar kognitif siswa pada saat pretest sebesar 71,11 dan posttest sebesar 90,06 serta 92% siswa dinyatakan tuntas KKM. Respon siswa menunjukkan sebanyak 83% siswa memberikan respon positif dan 17% siswa memberikan respon negative terhadap penggunaan AfL berbasis COM. Uji hipotesis dengan Wilcoxon memperoleh Asymp. Sig. (2-tailed) bernilai 0,000, maka dalam penelitian ini H0 ditolak dan H1 diterima. Pada penelitian ini dapat disimpulkan bahwa terdapat pengaruh dari penggunaan Assesment for Learning berbasis Comment Only Marking terhadap hasil belajar kognitif siswa SMA pada materi sistem regulasi manusia.   Kata Kunci : Assessment for Learning, Comment Only Marking, Hasil Belajar Kognitif.

scholarly journals PENINGKATAN KEMAMPUAN GURU-GURU MATEMATIKA SMP DALAM MELAKSANAKAN ASSESSMENT FOR LEARNING DAN ASSESSMENT AS LEARNING

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Budiyono Budiyono ◽  
Mardiyana Mardiyana
Keyword(s):  
Mathematics Education ◽  
Music Education ◽  
Large Scale ◽  
Assessment For Learning ◽  
Policy And Practice ◽  
School Students ◽  
Secondary Classroom ◽  
Learning Techniques ◽  
Assessment As Learning ◽  
And Mathematics

<p>Untuk meningkatkan kemampuan guru Matematika SMP di Kota Surakarta dalam melaksanakan <em>assessment for learning</em> (AfL) dan <em>assessment as learning</em> (AaL), pelatihan implementasi AfL dan AaL bagi guru-guru Matematika di Surakarta telah dilaksanakan.  Pelatihan dilaksanakan secara baik pada kurun waktu 21 Agustus 2019 sampai dengan 18 September 2019 secara <em>in-on-in</em>. Kepada para peserta pelatihan diundang untuk memperoleh pengetahuan mengenai AfL dan AaL di Aula SMP Negeri 26 Surakarta. Setelah itu kepada para peserta dimohon untuk dapat mengimplementasikan AfL dan Aal di kelasnya masing-masing, kemudian menuliskan dan mengirimkan laporannya kepada tim instruktur paling lambat 11 September 2019. Kemudian, para peserta pelatihan diundang kembali di Aula SMP Negeri 26 Surakarta untuk mendiskusikan pelaksanaan AfL dan AaL yang telah dilakukannya. Dengan mendengkarkan laporan yang disampaikan dan diskusi di antara peserta, dapat disimpulkan bahwa para peserta pelatihan memperoleh pengetahuan yang baik mengenai AfL dan AaL dan telah dapat mengimplementasikannya di kelas dengan baik.</p><p>Almqvist, C. F., Vinge, J., Vakeva, L., &amp; Zanden, O. (2017). Assessment as learning in music education: The risk of “criteria compliance” replacing “learning” in the Scandinavian countries. <em>Research Studies in Music Education</em>. 39(1): 3 – 18.</p><p> </p><p>Ciobanu, M. (2014). In the midle: Whose learning is it way? Increasing students’s engage-ment through assessment as learning techniques. <em>OAME/AOEM Gazzete</em>. 16-21.</p><p> </p><p>Clarke, S. 2005. <em>Formative assessment in the secondary classroom</em>. London: Hodder Murray.</p><p> </p><p>Dann, R. (2017). Assessment as learning: blurring the boundaries of assessment and learning for theory, policy, and practice. <em>Assessment in Education: Principles, Policy &amp; Practice.</em> 21(2): 149 – 166.</p><p> </p><p>Direktorat Pembinaan Sekolah Menengah Pertama (DBSMP). (2017). <em>Panduan Penilaian oleh Pendidik dan Satuan Pendidikan untuk Sekolah Menengah Pertama</em>. Jakarta: Direktorat Pembinaan Sekolah Menengah Pertama.</p><p> </p><p>Earl, L. &amp; Katz, S. (2006). <em>Rethinking classroom assessment with purpose in mind</em>. Manitoba: Western and Northern Canadian Protocol for Collaboration in Education.</p><p> </p><p>Elbra-Ramsay, C. &amp; Backhouse, A. (2015). ‘So, you want us to do the marking?!’ – peer review and feedback to promote assessment as learning. <em>Journal of Pedagogic Development.</em> 5(1): 19 – 30.</p><p> </p><p>Gibbons, S.L. &amp; Kankkonen, B. (2011). Assessment <em>as</em> learning in physical education: Making assessment meaningful for secondary school students. <em>Physical &amp; Health Education</em>. 76(4): 6 – 12.</p><p> </p><p>Gupta, K. 2016. Assessment as Learning: Students learn, self-correct, and collaborate. <em>The Science Teacher</em>. 43 – 46.</p><p> </p><p>Lee, I. &amp; Mak, P. (2012). Assessment as learning in the classroom. <em>Assessment and Learning</em>. 3: 66 – 78.</p><p> </p><p>Sadeghi, K. &amp; Rahmati, T. (2017). Integrating assessment as, for, and of learning in a large-scale exam.  <em>Assessing Writing</em>. 34. 50 – 61.</p><p> </p><p>Schneider, W. &amp; Artelt, C. 2010. Metacognition and mathematics education. <em>ZDM Mathematics Education</em>. 42. 149-161</p><p> </p><p>Stiggins, R. &amp; Chapuis, J. (2006). <em>What a difference a word makes: Assessment for learning rather than assessment of learning helps students succeed</em>. Tersedia di <a href="http://www.nsdc.org/library/publications/jsd">http://www.nsdc.org/library/publications/jsd</a>.</p><p> </p><p>Young, E. (2005). Assessment for Learning: Embedded and extending. Tersedia pada <a href="http://www.ltscotland.org.uk/assess/for/index.asp">http://www.ltscotland.org.uk/assess/for/index.asp</a>.</p>

scholarly journals TIGA PARADIGMA EVALUASI PENDIDIKAN: SEBUAH PETA PERKEMBANGAN

2021 ◽  
Vol 12 (1) ◽  
pp. 22-38
Author(s):  
Agung Prihantoro
Keyword(s):  
Early Phase ◽  
Educational Assessment ◽  
Assessment For Learning ◽  
Learning Assessment ◽  
Educational Stakeholders ◽  
Assessment Of Learning ◽  
Advanced Phase ◽  
Assessment As Learning ◽  
Research Gap ◽  
Two Phases

In the field of classroom educational assessment or evaluation, there is a research gap in the development of three educational assessment paradigms: assessment of learning, assessment for learning, and assessment as learning. The paper aims to fill the gap by describing the development. The research methodology employed was literature review. The results indicated that two phases of the development are early and advanced ones. In the early phase, some educational stakeholders hoped to orient educational assessment toward learning, not only assessing. The early phase originated the assessment as learning which showed differences among the three paradigms. In the advanced phase, the assessment as learning together with the assessment of learning and the assessment for learning were applied in various classes in schools and higher education in many countries. The application generated scientifically empirical shreds of evidence of strengths and weaknesses and future progress of particularly the assessment as learning.

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