Assessment Model of Student Field Practice at Faculty of Tarbiyah and Teaching Training in Indonesia: A Reality and Expectation

Yahiji, Kasim; Otaya, Lian G.; Anwar, Herson

doi:10.29333/iji.2019.12117a

Cited by 6 publications

(8 citation statements)

References 10 publications

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“…Based on several experts' opinions about evaluation (Adnan et al, 2019;Andrade, 2019;Chen, 2017;Gu, 2020;JH & Baderiah, 2020;Ratminingsih et al, 2018;Wirawan et al, 2018;Yahiji et al, 2019;Yudianto et al, 2019), it can be concluded that evaluation is an activity planned to assess the achievement of a program for decision making. In addition, it is stated by Republic of Indonesia Law Number 20/2003 article 57 paragraph (1) on the National Education System that evaluation is carried out in order to control the quality of education nationally as a form of teachers' and institutions' accountability to interested parties.…”

Section: Discussionmentioning

confidence: 99%

Evaluation on Practice Assessment of Light Vehicle Chassis and Powertrain Maintenance Subject at Vocational High Schools

Martubi¹,

Sofyan²,

Munadi³

2022

INT J INSTRUCTION

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This study aims to investigate the implementation of the Practice Assessment of Light Vehicle Chassis and Powertrain Maintenance (LVCPM) in Vocational High Schools (VHSs). This is a descriptive evaluative study in which the data were collected from 28 teachers teaching practicum of LVCPM subject at 14 partners VHSs. The data in this study were collected through surveys and documentation before being analyzed using descriptive quantitative and qualitative methods. The results of this study show that first, about 82% of the LVCPM practice competencies can be taught at VHSs; thus, the results of the LVCPM practice assessment given by the lecturers cannot represent all competencies stated in the curriculum implemented. Second, the lack of facilities, practicum equipment, and teachers' competencies are the reasons why the practicums of LVCPM are not implemented. Moreover, the students' workload is ludicrously heavy. Third, all teachers make use of performance tests, most teachers (64%) use a combination of performance test and portfolios, a few teachers (21%) use a mix of project and performance tests, and only a small number of teachers (7%) use a combination of the three assessment techniques, namely performance test, projects assessment, and portfolios to evaluate student achievement. Although all teachers use job sheets, not all of them have complete assessment sheets. At last, the obstacles faced by teachers are related to limited competencies and understanding of developing practice assessment instruments that are in accordance with the implemented curriculum, and they think that they are not capable of developing practical assessment tools.

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Section: Discussionmentioning

confidence: 99%

Evaluation on Practice Assessment of Light Vehicle Chassis and Powertrain Maintenance Subject at Vocational High Schools

Martubi¹,

Sofyan²,

Munadi³

2022

INT J INSTRUCTION

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“…Learning activities can be appropriately designed by utilizing the results of students' assessment (Yahiji et al, 2019). Formative assessment, in particular, is really important for both students and teachers.…”

Section: Discussionmentioning

confidence: 99%

“…These indicated that teachers did not intensively do as what they believed. Therefore to be effective, teachers need further training including guidelines revision, monitoring and periodic evaluation (Yahiji, Otaya, & Anwar, 2019).…”

Section: Introductionmentioning

confidence: 99%

Dissonances between Teachers’ Beliefs and Practices of Formative Assessment in EFL Classes

Widiastuti¹,

Mukminatien²,

Prayogo³

et al. 2020

INT J INSTRUCTION

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This qualitative study investigates multi-cases of junior high school English teachers to reveal the dissonances between teachers' beliefs and practices of formative assessment in EFL classes viewed from different Continuing Professional Development (CPD). The Data were collected by conducting semistructured interviews to all respondents, classroom observations and document studies such as journals and lesson plans. The result of this study showed that teachers with high CPD participation level have stronger beliefs in formative assessment compared to those with lower CPD involvement. Their beliefs, however, were not always practiced appropriately in the classroom. Teachers' CPD participation has no real impact on the success of formative assessment practices, although it may influence teachers' beliefs. This is due to some factors influenced the implementation of formative assessment in the classroom. Futhermore, it is expected that teachers carefully consider the influecing factors and carry out formative assessment in accordance with their beliefs.

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“…The existence of various kinds of techniques aims to show the effectiveness of the assessment and the achievement of the students (Brown & Race, 2013). The guidelines provide the instrument used in assessing students, which is relevant to the curriculum change and response to the learning outcome (Yahiji et al, 2019). It also informs about the techniques for assessing the three domains of students' competencies.…”

Section: Assessment Policy In the Indonesian Higher Educational Contextmentioning

confidence: 99%

Classroom Assessment Practices of EFL Lecturers with Current Curriculum Implementation: Where Policy Meets Practice

et al. 2022

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Within the context of Indonesian higher education, the assessment focuses on the three domains of students’ competencies, namely knowledge, skills, and attitude. Therefore, this study aims to explore the assessment practice of EFL lecturers, especially the methods used in assessing the three students’ competencies. It also explores the general assessment practice and examines differences by educational degree and length of teaching experience. This quantitative study relies on survey data from 71 participants joining the EFL lecturers’ association in Indonesia. Furthermore, the convenient sampling technique was used to determine the sample, and the data were analyzed using SPSS version 24. The results showed that the lecturers employed various methods in assessing the three domains of students’ competencies. It was also found that the lecturers mostly employed observation (66.2%) for assessing attitudes domain, tests (33.8%) for assessing knowledge, and work performance (29.6%) for skills. The findings demonstrated that the lecturers have followed the assessment policy of the government related to the method, purpose, instrumentation, procedure, and reporting grade. The results also showed no differences in the assessment practice between lecturers with Master and Doctoral degrees. Additionally, there was no difference among the four categories of teaching experiences in the assessment practice. These findings are expected to become a reference for lecturers and curriculum development in conducting and designing appropriate assessments to guarantee teaching and learning quality.

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Assessment Model of Student Field Practice at Faculty of Tarbiyah and Teaching Training in Indonesia: A Reality and Expectation

Cited by 6 publications

References 10 publications

Evaluation on Practice Assessment of Light Vehicle Chassis and Powertrain Maintenance Subject at Vocational High Schools

Evaluation on Practice Assessment of Light Vehicle Chassis and Powertrain Maintenance Subject at Vocational High Schools

Dissonances between Teachers’ Beliefs and Practices of Formative Assessment in EFL Classes

Classroom Assessment Practices of EFL Lecturers with Current Curriculum Implementation: Where Policy Meets Practice

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