A Formative Assessment Observation Protocol to Measure Implementation: Evaluating the Scoring Inference

Lyon, Christine J.; Oláh, Leslie Nabors; Brenneman, Meghan W.

doi:10.1080/10627197.2020.1766957

“…Hal ini sejalan dengan pernyataan Cancino (2015); Deeley, Fischbacher-smith, Karadzhov, and Koristashevskaya (2019); Jiang (2014); Jimaa (2011); Yates and Johnston (2017) bahwa asesmen merupakan elemen penting dalam menjustifikasi kemampuan guru dan siswa bahkan sebuah satuan penyelenggara pendidikan. Oleh karena itu, metode asesmen yang tepat dan yang sesuai dengan kebutuhan siswa sangat dianjurkan bagi seorang guru dalam proses pembelajaran (Sewagegn, 2019) seraya mempertimbangkan prinsip dan syarat pengembangan instrumen yang digunakan, yakni realibility dan validity (Lyon, Oláh, & Brenneman, 2020;Wylie & Lyon, 2020;Kline, 1993). Di sisi lain, apapun model kebijakannya, kurikulum kita harus dijalankan sesuai dengan maksud, arah dan tujuan pemerintah dalam upaya meningkatkan kecerdasan bangsa khususnya peserta didik kita sebagai calon generasi penerus bangsa.…”

Section: Kesimpulan Dan Rekomendasiunclassified

In- Service Training: English Teacher's Assessment for Learning (Afl) Practice at SMPN 9 Ruteng, Flores

Darong¹,

Guna²,

Jem³

et al. 2022

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0

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Teaching is an integrated activity with learning goals or objectives and assessment process. As such, it is conducted on the basis of particular learning goals which subsequently requires assessment activities to look into the impact of teaching on students learning process. The aim of this community service is to furnish the knowledge regarding the assessment process, particularly Assessment for Learning (AfL) of English teachers involving in MGMPS of English Subject at SMPN 9 Ruteng. The method used was in- service training employing Information Processing Theory namely information encoding, information decoding, infromation storing, and information rehearsal. The results have indicated that the English teachers involving in MGMPS SMPN 9 Ruteng were able to make a good instructional design along with the Assessmenf for Learning (AfL). It was proven on their works as they did the task provided by the community service team. Yet, they need to have a further professional development on curriculum and asessment following the changes and goverment policies on education.

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“…Along this line of consideration, an approach to examining the technical quality of observation protocols focused on classroom AFL practices and used to provide feedback for teachers to the improvement of interventions and practice was examined. In this respect, the process of constructing a validity argument for an observation protocol is challenging due to the recurrent and lengthy process (Lyon, Oláh, & Brenneman, 2020). Despite the lengthy, there is need to employ such protocol in question for the sake of its effectiveness examination.…”

Section: Assessment For Learning (Afl)mentioning

confidence: 99%

Do Teacher Questions Function as Assessment for Learning?

Darong¹,

Niman²

2021

Rand. Inter. Edu. Ling. Sci. J.

2

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This study wants to challenge the robust idea of previous findings revealing that employing a particular question type would necessarily functions as Assessment for Learning (AfL). Besides, this study extends previous research focusing on typology and examines the syntactical forms of questioning in its practice. To gather data, six Indonesian English teachers were observed and audio- recorded, thus, transcribed and analysed following the principle of Conversation Analysis (CA). Except referential type functioning as a teaching technique and a discourse marker choice to discursively extend the classroom talk, the result of analysis corroborates previous studies in that they provide diagnostic information from which a better further action was taken place as highlighted in the AfL. Yet, this might occur as questioning types are syntactically constructed following classroom discourse moves. Thus, the examination of questionings functioning as Assessment for Learning (AfL), aside from types, the syntactical form and classroom discourse moves are important to cope with.

show abstract

“…As such, the Along this line of consideration, an approach to examining the technical quality of observation protocols focused on classroom AFL practices and used to provide feedback for teachers to the improvement of interventions and practice was examined. In this respect, the process of constructing a validity argument for an observation protocol is challenging due to the recurrent and lengthy process (Lyon, Oláh, & Brenneman, 2020). Despite the lengthy, there is need to employ such protocol in question for the sake of its effectiveness examination.…”

Section: Literature Review a Assessment For Learning (Afl)mentioning

confidence: 99%

Do Teacher Questions Function as Assessment for Learning?

Darong¹,

Niman²

2021

celt

0

View full text Add to dashboard Cite

This study wants to challenge the robust idea of previous findings revealing that employing a particular question type would necessarily functions as Assessment for Learning (AfL). Besides, this study extends previous research focusing on typology and examines the syntactical forms of questioning in its practice. To gather data, six Indonesian English teachers were observed and audio- recorded, thus, transcribed and analysed following the principle of Conversation Analysis (CA). Except referential type functioning as a teaching technique and a discourse marker choice to discursively extend the classroom talk, the result of analysis corroborates previous studies in that they provide diagnostic information from which a better further action was taken place as highlighted in the AfL. Yet, this might occur as questioning types are syntactically constructed following classroom discourse moves. Thus, the examination of questionings functioning as Assessment for Learning (AfL), aside from types, the syntactical form and classroom discourse moves are important to cope with.

show abstract

A Formative Assessment Observation Protocol to Measure Implementation: Evaluating the Scoring Inference

Cited by 7 publications

References 62 publications

In- Service Training: English Teacher's Assessment for Learning (Afl) Practice at SMPN 9 Ruteng, Flores

In- Service Training: English Teacher's Assessment for Learning (Afl) Practice at SMPN 9 Ruteng, Flores

Do Teacher Questions Function as Assessment for Learning?

Do Teacher Questions Function as Assessment for Learning?

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