Indonesian teachers’ conceptions of values and dimensions of assessment practice: The effect of teachers’ characteristics

Arrafii, Mohammad Arsyad

doi:10.1016/j.tate.2020.103245

Cited by 13 publications

(15 citation statements)

References 44 publications

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“…In addition, age seems like not to bring any significant differences on Indonesian EFL teachers' conceptions and understanding on authentic assessment as they tend to demonstrates identical responses during the survey. This is different from Arrafii (2021) mentioning the significant role of age although it is not a strong predictor.…”

Section: Teachers' Conceptions On Authentic Assessment Across Age Levelscontrasting

confidence: 61%

Conceptions on authentic assessment: What Indonesian EFL teachers conceive

et al. 2022

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In Indonesian context, as the 2013 Curriculum (K-13) has been introduced to EFL teachers to be implemented at schools, performance-based assessment starts to be applied at schools too, accompanying the curriculum implementation. This educational reform is meant to improve the quality of the teaching of English as a foreign language. However, little is known in the body of knowledge on EFL teachers’ challenges in implementing the authentic performance-based assessment in K-13 context, one of which, it was argued, is a facet that derives from EFL teachers’ conception on matters pertaining to authentic assessment. To address this, a survey was conducted to find out EFL teachers’ conceptions about authentic assessment, the role of feedback, and use of authentic assessment procedures in the context of such K-13 educational reform. A number of EFL teachers at lower and upper secondary levels of education in East Java across seniority were involved in the present survey. The findings of the study reveal among other things interesting phenomena where contradictions of conceptions were observed on authentic assessment. These findings have pedagogical implications that are educationally beneficial for the proper and successful implementation of authentic assessment under the 2013 curriculum – K-13.DOI: 10.26905/enjourme.v7i1.7018

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Section: Teachers' Conceptions On Authentic Assessment Across Age Levelscontrasting

confidence: 61%

Conceptions on authentic assessment: What Indonesian EFL teachers conceive

et al. 2022

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“…Similarly, Warwick et al (2015) found that teachers in five non-west countries believed that practices associated with the promotion of student agency were crucial, but considered giving students opportunities to act as assessors less important. This finding has been supported by a more recent study in the specific context of jurisdiction (Arrafii, 2021a). Teachers thought that promoting learner autonomy is valuable but not applicable because it is often difficult to organise and implement effectively (Eren, 2010).…”

Section: Teachers' Conceptions Of Assessment Valuesmentioning

confidence: 78%

“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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“…However, there is a paucity of research into mathematics attitudes in Indonesia, particularly in the context of secondary education. Recent studies have revealed that there is an urgent need for research in this area, particularly for students with low and average mathematics achievement abilities (A et al, 2021;Tamur et al, 2020). Recent research on ATMs has primarily focused on western populations (Liau et al, 2007).…”

Section: Assessment Tools For Measuring Atmsementioning

confidence: 99%

Adaptation and Validation of Students’ Attitudes Toward Mathematics to Indonesia

Suherman

Vidákovich

2022

PED

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In this study, it is aimed to psychometrically evaluate of students’ attitudes toward mathematics inventory in secondary education (ATMSE). The validity of the model’s four-factor structure was evaluated using confirmatory factor analysis (CFA). Reliability values for the four subscales ranged between 0.79 and 0.89 both consistency reliability using Crbα and composite reliability using ω. ATMSE is a viable instrument for assessing students’ attitudes toward mathematics in Indonesia.

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Indonesian teachers’ conceptions of values and dimensions of assessment practice: The effect of teachers’ characteristics

Cited by 13 publications

References 44 publications

Conceptions on authentic assessment: What Indonesian EFL teachers conceive

Conceptions on authentic assessment: What Indonesian EFL teachers conceive

“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

Adaptation and Validation of Students’ Attitudes Toward Mathematics to Indonesia

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