Assessment as Learning

2020 ◽  
pp. 238-255
Author(s):  
Olga Novogen ◽  
Birnaz Nina ◽  
Elena Aurel Railean
Keyword(s):  
Assessment Model ◽  
Learning Assessment ◽  
Education Programs ◽  
Self Assessment ◽  
Technical Schools ◽  
Assessment Tests ◽  
Assessment Of Learning ◽  
Assessment As Learning ◽  
Computer Based

There are three types of assessment: assessment for learning, assessment of learning, and assessment as learning. Assessment as learning refers to the use of ongoing self-assessment, reflection, and deeper understanding. Within the entrepreneurial program of the initial vocational-technical schools, the role of assessment refers to the facilitation of the students' personality (commitment to self-assessment; tolerance to ambiguity, uncertainty, as well as creativity, self-reliance, adaptability, motivation to excel, leadership) that are expected to line skills for a successful entrepreneurial competence. This chapter analyzes the specific features of the assessment model for entrepreneurial education programs. The core of the model is an instructional dynamic and flexible strategy, based on integration formative and summative assessment. Thus, the course in entrepreneurial competence is divided into three modules. The finality of each module is measured by formative computer-based assessment tests.

scholarly journals Implementasi Model Project Based Learning Mata Pelajaran Geografi di Kelas X SMA Negeri 8 Luwu Timur

2019 ◽  
Vol 2 (2) ◽  
pp. 130
Author(s):  
Syarifuddin Syarifuddin ◽  
Ramli Umar ◽  
Rosmini Maru
Keyword(s):  
Project Based Learning ◽  
Learning Assessment ◽  
Skills Assessment ◽  
Learning Design ◽  
Learning Models ◽  
Self Assessment ◽  
Project Completion ◽  
Assessment Of Learning ◽  
Model Project ◽  
Written Test

 This study aims to describe the implementation of Project-Based Learning models in geography learning. The type of research is survey research. The subjects in this study were the teacher of geography, the deputy head of the curriculum, and the principal. Data collection techniques are interviews, observation, and documentation. The results showed that the form of Project-Based Learning implementation in learning geography with details: learning planning, learning implementation, and learning assessment. In learning planning is done by analyzing the contents of the 2013 curriculum content and learning design planning. Furthermore, the implementation of learning is done by determining the project, designing project completion steps, preparing project implementation schedules, completing projects, preparing reports, presenting project results, and evaluating project processes and results. Meanwhile, the assessment of learning is carried out on the aspect of attitude using observation techniques, self-assessment, and assessment between friends. Assessment of aspects of knowledge using written test techniques and assignments, as well as skills assessment using project results assessment techniques.Penelitian ini bertujuan untuk mendeskripsikan implementasi  model Project-Based Learning pada pembelajaran geografi. Jenis penelitian ini adalah penelitian survei. Subjek pada penelitian ini adalah guru mata pelajaran geografi, wakil kepala bidang kurikulum, dan kepala sekolah. Teknik pengumpulan data adalah wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa bentuk implementasi Project-Based Learning pada pembelajaran geografi dengan rincian: perencanaan pembelajaran, pelaksanaan pembelajaran, dan penilaian pembelajaran. Pada perencanaan pembelajaran dilakukan dengan menganilisis standar isi kurikulum 2013 dan desain  pembelajaran. Selanjutnya, pelaksanaan pembelajaran dilakukan dengan penentuan proyek, perancangan langkah-langkah penyelesaian proyek, penyusunan jadwal pelaksanaan proyek, penyelesaian proyek, penyusunan laporan, presentasi hasil proyek, dan evaluasi proses serta hasil proyek. Sementara, penilaian pembelajaran dilakukan pada aspek sikap dengan menggunakan teknik observasi, penilaian diri, dan penilaian antar teman. Penilaian pada aspek pengetahuan dengan menggunakan teknik  tes tertulis dan penugasan, serta penilaian keterampilan dengan menggunakan teknik penilaian hasil proyek.

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 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 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 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.

Development and Validation of a Self- Assessment of Learning Agility

2011 ◽  
Author(s):  
Kenneth P. De Meuse ◽  
Guangrong Dai ◽  
Selamawit Zewdie ◽  
Ronald C. Page ◽  
Larry Clark ◽  
...  
Keyword(s):  
Self Assessment ◽  
Learning Agility ◽  
Assessment Of Learning ◽  
Development And Validation

38. Max Brodel (1870-1941): His artistic influence on surgical learning at John Hopkins Medical School

2007 ◽  
Vol 30 (4) ◽  
pp. 47
Author(s):  
P. Pace-Asciak ◽  
T. Gelfand
Keyword(s):  
New York ◽  
Neck Surgery ◽  
The United States ◽  
Spoken Word ◽  
Medical Illustration ◽  
3 Dimensional ◽  
Teaching Anatomy ◽  
Computer Based ◽  
Pathological Disease

Medical students depend on illustration to learn anatomical facts and details that may be too subtle for the written or spoken word. For surgical disciplines, learners rely on tools such as language, 2-dimensional illustrations, and 3-dimensional models to pass on important concepts. Although a photograph can convey factual information, illustration can highlight and educate the pertinent details for understanding surgical procedures, neurovascular structures, and the pathological disease processes. In order to understand the current role of medical illustration in education, one needs to look to the past to see how art has helped solve communication dilemmas when learning medicine. This paper focuses on Max Brodel (1870-1941), a German-trained artist who eventually immigrated to the United States to pursue his career as a medical illustrator. Shortly after his arrival in Baltimore, Brodel made significant contributions to medical illustration in Gynecology at John Hopkins University, and eventually in other fields of medicine such as Urology and Otolaryngology. Brodel is recognized as one of America’s most distinguished medical illustrators for creating innovative artistic techniques and founding the profession of medical illustration. Today, animated computer based art is synergistically used with medical illustration to educate students about anatomy. Some of the changes that have occurred with the advancement of computer technology will be highlighted and compared to a century ago, when illustrations were used for teaching anatomy due to the scarcity of cadavers. Schultheiss D, Udo J. Max Brodel (1870-1941) and Howard A.Kelly (1858-1943) – Urogynecology and the birth of modern medical illustration. European Journal of Obstetrics & gynecology and Reproductive Biology 1999; 86:113-115. Crosby C. Max Brodel: the man who put art into medicine. New York: Springer-Verlag, 1991. Papel ID. Max Brodel’s contributions to otolaryngology – Head and Neck surgery. The American Journal of Otology 1986; 7(6):460-469.

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