Tujuan penelitian ini adalah untuk: (1) mendeskripsikan implementasi  penilaian pada Kurikulum 2013; (2) mengidentifikasi hambatan dan keberhasilan pelaksanaan penilaian pada Kurikulum 2013, (3) memberikan rekomendasi kepada Pemerintah dalam mengambil kebijakan pelaksanaan penilaian pada Kurikulum 2013. Populasi dalam evaluasi ini adalah sekolah di Indonesia jenjang sekolah dasar dan menengah. Penentuan sampel dengan purposive sampling, yaitu sekolah jenjang sekolah dasar dan menengah di 15 provinsi di Wilayah Indonesia Bagian Barat, Wilayah Indonesia Bagian Tengah, dan Wilayah Indonesia Bagian Timur. Pengumpulan data menggunakan kuesioner, dokumentasi, dan Focus Group Discussion(FGD). Data dianalisis dengan analisis deskriptif kuantitatif dan kualitatif. Model ini digunakan untuk mengevaluasi kesenjangan antara kriteria yang telah ditetapkan dengan pelaksanaan program di lapangan. Hasil penelitian dibagi tiga tahap, yaitu: (1) perencanaan, disarankan kepada pemerintah untuk melakukan sosialisasi dan pelatihan membuat kisi-kisi dahulu baru membuat soal-soalnya, bukan yang dilakukan sebaliknya, juga pelatihan analisis instrumen penilaian dan membuat rubrik untuk soal uraian; (2) pelaksanaan, disarankan kepada pemerintah untuk menyederhanakan pedoman penilaian pada Kurikulum 2013, melakukan sosialisasi dan pelatihan penilaian kompetensi sikap, untuk jenjang SD perlu diberikan pelatihan teknik penilaian pada pembelajaran tematik, dan membimbing guru melakukan kegiatan analisis instrumen dan revisi butir soal; (3) pelaporan, disarankan pengambil kebijakan mengkaji kembali  penggunaan rentang nilai 1-4 pada penilaian pengetahuan dan keterampilan.Kata kunci: penilaian pada Kurikulum 2013, rubrik untuk soal uraian, penilaian pada pembelajaran tematik, rentang skor 1-4 THE  IMPLEMENTATION  OF ASSESSMENT IN THE CURRICULUM  2013AbstractThe objectives  of  this study are (1) to describe the implementation of the assessment in the curriculum 2013, (2)to identify the obstacle and the success of the implementation  of assessment in the curriculum 2013, and (3)to make a recommendation for policy makers to improve the implementation of  assessment in the curriculum2013. The population of the study consist of the elementary schools, junior schools, and senior high schools in Indonesia. The sample was determined purposively, consisting of the elementary schools, junior schools, and senior high schools in 15 provinces in Indonesia. Data were collected through questionnaires and Focus Group Discussion (FGD). Data were analyzed using quantitative and qualitative descriptive. The findings of this study are: (1) in the planning step, the recommendations were given to principals, teachers, and  head of educational districts to make socialization and workshop on developing assessment grid first, and then writing items not the other way around, and make a rubric first when writing the essay items; (2) in the implementation step, the recommendation were given to government to simplify the guidance of assessment in the curriculum 2013, to make socialization and workshop about the affective assessment, workshop thematic assessment for elementary teachers, and guiding teachers to revise and analyze the instrument; (3) in the report step, the recommendation were given to policy makers to look back at the policy of using the score range 1-4, for assessing knowledge and psychomotor domain.Keywords: assessment incurriculum 2013, rubric for essay items, assessment in thematic learning, score range 1-4

This study aimed to evaluate the implementation of the English medium instruction (EMI) program at Harapan Ibu Islamic Elementary School in the academic year of 2020/2021 by applying the CIPP model with a descriptive qualitative method. Data were gathered through interviews with stakeholders, observation of the teaching-learning process using EMI, and documentation. The results of the evaluation are as follows: the suitability of the program context to the expectations of stakeholders is considered very good. As seen from the information on the use of English as the medium of instruction, stakeholders know and agree with the program's implementation; the program's input is considered good. The program is regarded as good because it has adequate and good facilities, infrastructure, and standardized quality. The program's process is regarded as good, as indicated by the interaction between teachers and students using English as well as learning evaluations using English as the medium of instruction. The products of the program (output and outcome) are considered very good as shown by students' academic achievements above the minimum mastery criteria, students' non-academic achievements in the form of achievements in English language competitions, alumni's academic achievements in the form of their junior high school learning outcomes above the minimum mastery criteria, and the non-academic performance of the alumni in the form of ease of learning adjustment and their  confidence in junior high school.

The success of a learning process that is planned and implemented by the teacher can be seen through the process of assessing students. Assessment can be carried out using appropriate assessment instruments so that it is necessary for teachers to be able to understand and compile assessment instruments properly. This study aims to examine and describe the assessment instruments made by elementary school teachers in Jakarta. The type of research used is descriptive qualitative research with data collection techniques using interviews and document analysis. The subjects in this study were 8 grade VI elementary school teachers in Jakarta with science material on theme 7 about the reproductive system. Based on the results of the study, it shows variations in the ability of teachers in developing assessment instruments. There were 6 teachers who were able to make instruments proportionally according to the LOTS and HOTS categories, but there were 2 teachers who were only able to compile an assessment instrument that only measured LOTS. In this study, teachers also found errors in determining the level of cognitive items, especially at levels C4, C5, and C6. These results make the basis for the importance of teachers understanding hierarchy in depth, especially in relation to the preparation of HOTS-based assessment instruments because the quality of learning success is largely determined by the assessment instrument used.

This research aims to qualitatively analyze the validity of items and the suitability of cognitive domains (LOTS and HOTS) assessment instruments on natural science subjects made by elementary school teachers in East Jakarta. The method used is descriptive qualitative method with analysis of observations, documents in the form of teacher-made assessment instruments, interviews, and results of expert validation which are analyzed by comparison analysis techniques. The observation results show that all schools use the questions that are available in textbooks owned by students for assessment and the results of analysis of teacher-made assessment instruments validated by experts, there are 81.25% items included in the LOTS category while 18.75% are included in the category HOTS, so it can be concluded that: (1) the instruments used by elementary school teachers in East Jakarta have fulfilled the content validity, (2) the cognitive domain (LOTS & HOTS) on the instruments used by elementary school teachers are proportional, (3) the quality of assessments conducted by elementary school teachers in East Jakarta is good with a record of improvement, and (4) the implementation of assessments conducted by elementary school teachers in East Jakarta has followed the assessment standards provided by the government.

Salah satu fungsi Ujian Nasional (UN) adalah sebagai alat ukur yang akurat   untuk mengetahui kualitas atau mutu pendidikan di Indonesia secara menyeluruh di dalam wilayah NKRI. Bagaimana membuat Ujian Nasional (UN) tersebut hasil pengukurannya akurat dan adil untuk sekolah-sekolah di Indonesia yang sangat bervariasi kondisi dan kualitasnya?Pertama agar hasil pengukuran secara nasional akurat adalah data yang dikumpulkan diambil secara menyeluruh (sensus, bukan hanya sekedar survei). Selain itu, alat ukur atau ujian yang digunakan juga harus baik kualitasnya. Untuk mendapatkan alat ukur yang kualitasnya baik, soal-soalnya seharusnya diambil dari Bank Soal, karena semua soal-soal yang ada di dalam Bank Soal sudah jelas kualitas dan karakteristik. Kunci kedua, karena kondisi sekolah-sekolah dan kemampuan siswa di lndonesia sangat beragam, maka tingkat kesukaran soal-soal dalam UN seharusnya berbeda, sesuai dengan kemampuan peserta tesnya. Dengan menggunakan soal-soal yang ada di dalam Bank Soal yang sudah dikalibrasi dengan konsep Item Response Theory (Calibrated Item Bank), hal ini memungkinkan peserta UN mengerjakan perangkat tes yang berbeda sesuai dengan kemampuannya, tetapi tetap hasilnya dapat dibandingkan