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.

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 Processos de estudo e avaliação da aprendizagem no desenvolvimento da expertise

2018 ◽  
Vol 29 (71) ◽  
pp. 386
Author(s):  
Gustavo Danicki Aureliano Rosa ◽  
Afonso Celso Tanus Galvão
Keyword(s):  
Cognitive Development ◽  
Problem Solving ◽  
Educational Assessment ◽  
Learning Processes ◽  
Learning Assessment ◽  
Verbal Protocols ◽  
Expertise Development ◽  
Educational Objectives ◽  
Assessment Of Learning ◽  
Palabras Clave

<p>Desenvolve-se uma análise de protocolos verbais de processos de estudo, tendo como inspiração a taxonomia de objetivos educacionais de Bloom et al. (1977), para a geração de subsídios para a avaliação educacional. Os protocolos foram gerados a partir da entrevista com seis indivíduos que realizaram o estudo com materiais de domínio e não domínio inferido. Os resultados da pesquisa sugerem que: i) informações importantes para o realinhamento das ações em uma situação de ensino e aprendizagem podem ser obtidas, tais como termos-chave que tenham significado para os indivíduos e que estejam inseridos em materiais de não domínio; e ii)  uma categorização como a proposta neste estudo para a tomada de decisão pode contribuir para o trabalho efetivo do estudante em situações adequadas ao seu nível de desenvolvimento rumo ao domínio completo de determinado material de estudo.</p><p><strong>Palavras-chave:</strong> Avaliação da Educação, Taxonomia, Resolução de Problemas, Desenvolvimento Cognitivo.</p><p>  </p><p><em><strong>Procesos de estudio y evaluación del aprendizaje en el desarrollo de la expertise</strong></em></p><p><em>Se desarrolla un análisis de protocolos verbales de procesos de estudio, cuya inspiración es la taxonomía de objetivos educacionales de Bloom et al. (1977), a fin de generar subsidios para la evaluación educacional. Los protocolos se originaron a partir de la entrevista con seis individuos que realizaron el estudio con materiales de dominio y no dominio inferido. Los resultados de la investigación sugieren que: i) se pueden obtener informaciones importantes para la realineación de las acciones en una situación de enseñanza y aprendizaje, tales como términos clave que tengan significado para los individuos y que estén insertos en materiales de no dominio; y ii)  una categorización como la propuesta en este estudio para la toma de decisión puede contribuir para el trabajo efectivo del estudiante en situaciones adecuadas a su nivel de desarrollo rumbo al dominio completo de un determinado material de estudio.</em></p><p><em><strong>Palabras clave:</strong> Evaluación de la Educación, Taxonomía, Resolución de Problemas, Desarrollo Cognitivo.</em></p><p><em>  </em></p><p><em><strong>Learning processes and learning assessment for expertise development</strong></em></p><p><em>An analysis of verbal protocols of learning processes, and their categorization based on Bloom’s et al. (1977) taxonomy of educational objectives, is developed to generate subsidies for an educational assessment of learning processes. The participants were six academics who were observed while solving problems involving domain and non-domain material. Results suggest that: i) knowledge that is relevant for the realignment of actions in situations of teaching, such as keywords that are meaningful for individuals that can be obtained even when inserted into nondomain materials; and ii) categorizations such as the ones proposed for this study can contribute to the effectiveness of students’ learning processes in situations that are appropriate for their level of development and towards the mastery of study content.</em></p><p><em><strong>Keywords:</strong> Educational Assessment, Taxonomy, Problem Solving, Cognitive Development.</em></p>

scholarly journals Pengembangan problem based learning dengan assessment for learning berbantuan smartphone dalam pembelajaran matematika

2017 ◽  
Vol 10 (2) ◽  
pp. 184-202
Author(s):  
Muhammad Ridlo Yuwono ◽  
Muhammad Wahid Syaifuddin
Keyword(s):  
Problem Based Learning ◽  
Quality Criteria ◽  
Assessment For Learning ◽  
Student Response ◽  
Learning Assessment ◽  
Learning Tools ◽  
Self Assessment ◽  
Project Appraisal ◽  
Two Phases ◽  
S Model

[Bahasa]: Penelitian ini bertujuan untuk menghasilkan model Problem Based Learning (PBL) menggunakan penilaian Assessment for Learning (AfL) berbantuan smartphone, disingkat PBL-AfL-S yang valid, praktis dan efektif untuk mendukung implementasi kurikulum 2013 di SMA. Tahap-tahap pengembangan model PBL-AfL-S terdiri dari penelitian pendahuluan, pengembangan/prototiping, dan evaluasi. Kualitas model PBL-AfL-S mengacu pada kriteria kualitas menurut Nieveen (1999) yaitu valid, praktis, dan efektif. Model PBL-AfL-S diujicobakan di SMA Negeri 3 Klaten dalam dua tahap uji coba. Uji coba tahap I dilaksanakan di kelas XI-IPA 6 dan uji coba tahap II dilaksanakan di kelas XI-IPA 7. Instrumen penelitian terdiri dari: 1) Instrumen penilaian kevalidan komponen model dan perangkat pendukung pembelajaran, 2) Instrumen kepraktisan aktivitas guru dan siswa, dan 3) Instrumen keefektifan yang meliputi angket penilaian diri, lembar penilaian proyek, tes prestasi belajar, dan lembar respon siswa. Hasil penelitian menunjukkan bahwa model PBL-AfL-S dan perangkat pembelajarannya telah memenuhi kriteria valid, praktis dan efektif. Kata kunci: Pembelajaran; Masalah; Asesmen; Smartphone [English]: This study aims to develop a Problem Based Learning (PBL) model using Assessment for Learning (AFL) with smartphone, abbreviated as PBL-AfL-S as valid, practical and effective to support the implementation of the 2013 curriculum in High School. The stages of developing the PBL-AfL-S model consist of preliminary research, development or prototyping, and evaluation. The quality criteria of PBL-AfL-S refer to Nieveen (1999), i.e. valid, practical, and effective. The PBL-AfL-S model was piloted in SMA Negeri 3 Klaten in two phases. Tryout 1 was conducted in class XI-IPA 6 and tryout 2 was in class XI-IPA 7. The research instruments consist of: 1) The validity instrument of the model and its learning support tools, 2) the practicality of the teacher’s and students’ activity, and 3) The effectiveness instruments including self-assessment questionnaires, project appraisal sheets, achievement tests, and student response sheets. The results show that the PBL-AfL-S model and learning tools have met the valid, practical and effective criteria. Keywords: Problem based Learning, Assessment; Smartphone

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.

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.

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.

Sign in / Sign up

Export Citation Format

Share Document