Assessment reform in Indonesia: contextual barriers and opportunities for implementation

Arrafii, Mohammad Arsyad

doi:10.1080/02188791.2021.1898931

Cited by 6 publications

(4 citation statements)

References 31 publications

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“…Following these changes, considering that changes in the teachers' belief and practice are not instant, an extended collaborative professional development is required. However, due to the fact that many Indonesian teachers had had negative experiences with the government‐initiated professional development, but expressed more positive perspectives on the training facilitated by external and foreign agents (Arsyad Arrafii, 2021b), there is a need to provide teachers with a training that involves external specialists in collaboration with local trainers to work together with the teachers until the new practices become established as a culture in schools (Andersson & Palm, 2017; Shepard, 2000). It is likely that the lesson study approach to professional development, which is collaborative and protracted, would most help teachers in this context to understand and implement the reform more effectively.…”

Section: Discussionmentioning

confidence: 99%

“…For example, despite adoption of student-centered pedagogy being imposed, the primacy of summative grading remains prevalent (MoE, 2016b). In addition, inadequacy of support to improve teachers' understanding of the reform has been experienced, e.g., assessment training has often been redundant and embedded as an additional topic in general professional development programmes (Arsyad Arrafii, 2021b). Thus, teachers' understanding of the reform is deemed to be inadequate.…”

Section: Introductionmentioning

confidence: 99%

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“We must assess all, even a student farting [is also assessed] for the behavioural aspect of learning”: Teachers' conceptions of assessment in the context of assessment reform in Indonesia

Arrafii

2021

The Curriculum Journal

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This paper explores Indonesian secondary school teachers' conceptions of assessment in the context of assessment reform. Teachers working at different school level were interviewed both individually and in groups and their responses were analysed using the content analysis approach. Detailed examination of teachers' assessment propositions revealed that their perspectives about assessment embrace values, purposes, and understanding, and are marked by conceptions about the learner agency, accountability and improvement orientations. However, despite being considered important, the learner agency and accountability conceptions were often considered irrelevant. In addition, teachers reported tension with regard to their perceptions towards the reform and demonstrated a varied level of conceptual and practical understanding of the reform.The paper ends with a discussion of the complex nature of and tensions in the teachers' conceptions of assessment. Principal implications are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“We must assess all, even a student farting [is also assessed] for the behavioural aspect of learning”: Teachers' conceptions of assessment in the context of assessment reform in Indonesia

Arrafii

2021

The Curriculum Journal

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“…These include access to classroom and learning resources, learning and teaching facilities, technology, and teaching aids. This resource and facility issue was also reported in another study in the Indonesian context as the major constraint to effective EFL learning and teaching (Rasyid, 2012) and to innovative assessment (Arrafii, 2021). The most frequently reported facilities that hinder teachers from implementing effective language assessment practices are the limited access to language laboratories.…”

Section: Perceived Challenges In Implementing English Language Assess...mentioning

confidence: 72%

English language assessment in Indonesian senior high schools: Perceived challenges and prospective solutions

Rasyid,

Alfian,

Djamereng

et al. 2023

J. Eng. Foreign. Lang.

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Numerous scholarly investigations have been conducted on English language assessment practices. Nevertheless, there is a lack of knowledge regarding the challenges and potential solutions related to implementing effective language assessment practices, particularly within Indonesian senior high schools. This study aims to investigate the perceived constraints and aspired prospective solutions associated with language assessment practices in Indonesian EFL classrooms. The data for this qualitative case study were collected by conducting in-depth interviews with fifteen EFL teachers from different senior high schools across South Sulawesi, Indonesia. Based on the thematic analysis of the data, this study revealed the perceived challenges to implementing English language assessment practices in three general categories: national policy-related issues, institution-related issues, and student-teacher-related issues. This study also revealed the need for leadership support to foster school culture support for innovative language assessment practices as the main aspired solution to implementing language assessment practices. These findings help improve understanding of the numerous factors that must be considered when putting English language assessment into practice, theoretically and practically.

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“…Studies have highlighted concerns around assessment literacy, suggesting that teachers lack both a conceptual and practical understanding of formative assessment (e.g., Arrafii, 2020;Defianty, 2018;Widiastuti & Saukah, 2017). It was also found that where teachers have a partial understanding of formative assessment, this is not reflected in their teaching where more traditional practices are still prevalent (Arrafii, 2021;Azis, 2015;Widiastuti et al, 2020). For example, Arrafii (2020) claims that attempts to implement formative assessment have typically been procedural and contrived, with teachers continuing to rely on traditional teaching strategies such as drills and rote learning, whilst Widiastuti et al (2020) found that teachers did not know how to provide feedback to support students in their learning, and simply retaught concepts using the same teaching materials or assigned additional homework when students did not understand a concept.…”

Section: An Increased Focus On Formative Assessmentmentioning

confidence: 99%

A critical analysis of Indonesia's 2013 national curriculum: Tensions between global and local concerns

Puad

Ashton

2022

The Curriculum Journal

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This paper critically examines Indonesia's 2013 national curriculum, implemented in 2019. The most significant change is the mandated use of formative assessment, which we argue is an example of policy borrowing, a trend also seen in many other countries globally. We argue that this policy has been adopted due to global and regional pressure on Indonesia to improve its education system. Alongside this, the 2013 curriculum has a strong emphasis on student attitudes, thereby promoting Indonesian national interests. Taking a holistic approach to our analysis, we follow Priestley et al.'s (2012) conceptual framing of sites of curriculum and draw on a wide range of data including policy texts, existing studies, media texts and teacher voice, to illustrate inconsistencies in the way formative assessment has been interpreted through the policy-making process. Our analysis also highlights tensions between formative assessment and the Indonesian education system and cultural context. As we exemplify, curriculum making is a complex process involving many stakeholders; teachers are not mere enactors of policy and should not be viewed as the source of the 'problem' when issues occur. Our study will be of interest to others in examining the trend of diffused policy borrowing in non-western settings.

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Assessment reform in Indonesia: contextual barriers and opportunities for implementation

Cited by 6 publications

References 31 publications

“We must assess all, even a student farting [is also assessed] for the behavioural aspect of learning”: Teachers' conceptions of assessment in the context of assessment reform in Indonesia

“We must assess all, even a student farting [is also assessed] for the behavioural aspect of learning”: Teachers' conceptions of assessment in the context of assessment reform in Indonesia

English language assessment in Indonesian senior high schools: Perceived challenges and prospective solutions

A critical analysis of Indonesia's 2013 national curriculum: Tensions between global and local concerns

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