Self Assessment Terhadap Instrumen yang Digunakan Guru dalam Mengases Siswa
Keywords:
Self Assessment, Instrumen, GuruAbstract
Pemahaman guru-guru selama ini tentang berbagai instrumen penilaian perlu dikaji melalui self assessment terhadap instrumen penilaian yang selama ini mereka gunakan. Untuk membantu dalam penyelesaian masalah asesmen dalam proses pembelajaran di SMPN 1 kuok dilakukan melalui FGD dan penyampaian informasi. Sasaran kegiatan adalah guru-guru di SMPN 1 Kuok. Peserta kegiatan yang hadir berjumlah 13 orang guru dan Kepala Sekolah. Waktu pelaksanaan kegiatan pada hari Sabtu/03 September 2022. Instrumen yang digunakan adalah angket. Indikator yang dilihat terdiri dari adanya kriteria penilaian yang jelas, kemampuan menentukan bentuk, prosedur, dan alat penilaian, adanya tugas dan aktivitas sebagai bukti pembelajaran yang jelas, adanya tindak lanjut dari hasil penilaian. Hasil self assessment menunjukkan indikator yang memiliki persentase tertinggi adalah adanya kriteria penilaian yang jelas (82.05%) dan indikator kemampuan menentukan bentuk, prosedur, dan alat penilaian juga memiliki persentase 82.05%. Indikator lainnya yaitu adanya tugas dan aktivitas sebagai bukti pembelajaran yang jelas dan adanya tindak lanjut dari hasil penilaian memperoleh persentase secara berurutan sebesar 68.38 dan 66.67. Selama kegiatan pengabdian masyarakat guru-guru menyimak penjelasan materi yang disampaikan. Berdasarkan kegiatan ini dapat disimpulkan bahwa guru telah mampu memahami asesmen namun dalam pelaksanaannya masih perlu ditingkatkan.
Downloads
References
Amua-Sekyi, E. T. (2016). Assessment, Student Learning and Classroom Practice: A Review. Journal of Education and Practice, 7(21), 1–6.
Arifin, Z. (2017). Mengembangkan Instrumen Pengukur Critical Thinking Skills Siswa pada Pembelajaran Matematika Abad 21. Jurnal THEOREMS (The Original Research of Mathematics), 1(2), 92–100.
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy and Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678
Bourke, R., & Mentis, M. (2013). Self-assessment as a process for inclusion Roseanna. International Journal of Inclusive Education, 17(8), 854–867. https://doi.org/10.1080/13603116.2011.602288
Covacevich, C. (2014). How to Select an Instrument for Assessing Student Learning. Inter-American Development Bank, 1–42.
Dziob, D., Kwiatkowski, L., & Sokolowska, D. (2018). Class Tournament as an Assessment Method in Physics Courses: A Pilot Study. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1111–1132. https://doi.org/10.29333/ejmste/81807
El-Shaer, A., & Gaber, H. (2014). Impact of Problem-Based Learning on Students’ Critical Thinking Dispositions, Knowledge Acquisition and Retention. Journal of Education and Practice, 5(14), 74–86.
Gezer, T., Wang, C., Polly, A., Martin, C., Pugalee, D., & Lambert, R. (2021). The Relationship between Formative Assessment and Summative Assessment in Primary Grade Mathematics Classrooms. International Electronic Journal of Elementary Education, 13(5), 673–685.
Glazer, N. (2014). Formative Plus Summative Assessment in Large Undergraduate Courses: Why Both? International Journal of Teaching and Learning in Higher Education, 26(2), 276–286.
Hidayati, N., Idris, T., Handayani, P. H., & Arsih, F. (2021). Portfolio assessment with dimension of learning: an approach on the mastery of concept. Jurnal Bioedukatika, 9(1), 17–29. https://doi.org/10.26555/bioedukatika.v9i1.19384
Ketabi, S., & Ketabi, S. (2014). Classroom and Formative Assessment in Second/Foreign Language Teaching and Learning. Theory and Practice in Language Studies, 4(2), 435–440. https://doi.org/10.4304/tpls.4.2.435-440
Lesmana, N., & Rokhyati, U. (2020). The Implementation of Doing Self-Assessment in Higher Education. Journal of English Language Studies, 5(1), 60–72.
Masters, G. N. (2013). Towards a growth mindset in assessment. ACER Occasional Essays, 1–5.
Nugrahani, I. S., Sari, Y. N., Lase, D. R., & Dwi, Y. (2022). Implementasi Tindak Lanjut Evaluasi Hasil Belajar Di SMP Anak Terang Salatiga. Jurnal Prakarsa Paedogogia, 4(2), 337–349.
Qu, W., & Zhang, C. (2013). The Analysis of Summative Assessment and Formative Assessment and Their Roles in College English Assessment System. Journal of Language Teaching and Research, 4(2), 335–339. https://doi.org/10.4304/jltr.4.2.335-339
Spiller, D. (2012). Assessment Matters : Self-Assessment and Peer Assessment. The University of Waikato, 2–18.
Subheesh, N. P., & Sethy, S. S. (2020). Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings. EURASIA Journal of Mathematics, Science and Technology Education, 16(3), 1–18. https://doi.org/https://doi.org/10.29333/ejmste/114157
Sullivan, M. C. O. (2006). Effective follow-up strategies for professional development for primary teachers in Namibia. Teacher Development, 6(2), 181–203. https://doi.org/10.1080/13664530200200164
Tosuncuoglu, I. (2018). Importance of Assessment in ELT. Journal of Education and Training Studies, 6(9), 163–167. https://doi.org/10.11114/jets.v6i9.3443
Vero, M., & Chukwuemeka, O. A. (2019). Formative and Summative Assessment: Trends and Practices in Basic Education. Journal of Education and Practice, 10(27), 39–45. https://doi.org/10.7176/JEP
Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3–14. https://doi.org/10.1016/j.stueduc.2011.03.001
Winarji, B. (2016). Pendidikan dan Pelatihan Teknis Kegiatan Belajar Mengajar Bagi Pamong Belajar: Modul 04-Pemanfaatan Media Pembelajaran. Pusdiklat Pegawai Kemendikbud.
Published
How to Cite
Issue
Section
Accepted 2022-09-25
Published 2022-10-27
2.png)
.png)
