Module-Based Assessment in the Contextualization of the Equality Education Curriculum as an Effort to Maintain the Quality of Graduates

Abstract

The vision of literacy education is the basis for the development of equality education, so that the students could understand, or realize the reality and the surrounding environment. Equality education, that functions as a substitute, enhancer, and / or complementary to formal education in supporting of lifelong education, has begun to shift as an alternative education to foster entrepreneurship, special skills, special life skills in certain fields, and the ability to enter the workforce. Equality education services are not only to overcome the problem of dropouts and discoloration of students from formal schools, but also for other reasons.On the other hand, various negative issues regarding the implementation of equality education have led the equality education to be revitalized to oversee the implementation of equality education. Revitalization is carried out started with developing a curriculum that is linked to the learning needs of students and the flexibility of learning, as well as changes in the assessment system. Learning flexibility is implemented through the Competency Credit Unit (Satuan Kredit Kompetensi: SKK) system which is adjusted to the learning speed of students in learning equality education modules. The use of these modules has implications for the appraisal that is adjusted to be a module-based assessment design. The regulations and learning tools needed to maintain the quality of equality education have been prepared by the government. The results of this study will provide a proposal for the operationalization of the module-based assessment techniques related to the role of the testing center, the procedure for carrying out the assessment, and the division of authority between the central, regional and education units.