Profile Evaluation in Indonesia: The Encouragement of Educational Change Facing The Era of Digitalism

Manurung, Paisal; Yen, Aryni

doi:10.23887/jere.v3i4.22355

Cited by 2 publications

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“…In line with the above opinion, Paisal and Yen [51] stated that assessment is an integral part of the learning process, so the assessment model used must be in accordance with the learning approach used in teaching in the classroom. e assessment model used to test the achievement of learning objectives must be in line with the learning process that has been carried out.…”

Section: Concept Of Authentic Assessmentmentioning

confidence: 93%

Development of Authentic Assessment in Local Wisdom-Based Reading Learning

Sukma

Abbas

Nurhayati

et al. 2022

Education Research International

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This study aims to establish a reading learning evaluation model based on local wisdom. This type of research is development research that refers to the ADDIE (analyze, design, development, implementation, and evaluation) development model. The study subjects were conducted at two junior high schools with 65 students and 4 Indonesian teachers. The data collection techniques used in this study are tests, interviews, observations, and questionnaires. The results obtained through the preliminary research show that there is no evaluation model for reading learning and the materials used are still based on Indonesian books. Based on preliminary research, a real evaluation model of reading learning based on local wisdom is established. The feasibility of the assessment guide is assessed through materials/content, language, and presentation. Validation results from materials and learning experts included 88% for content feasibility, 87% for language, and 85% for presentation. Meanwhile, linguists’ evaluations of products included 88% in content feasibility, 85% in language, and 86% in expressiveness; while media experts include the image/graphic aspect by 85%, the language aspect by 86%, and the display aspect by 85%. The results of the analysis of teacher response data amounted to 84% with a positive category and student response of 80.70%. From this, it can be concluded that it is very feasible to develop a product based on the real evaluation model of reading learning based on local wisdom. The implication of the application of authentic assessment to student learning outcomes, in general, is a change in behavior for the better, students become more active and creative in the teaching and learning process.

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Section: Concept Of Authentic Assessmentmentioning

confidence: 93%

Development of Authentic Assessment in Local Wisdom-Based Reading Learning

Sukma

Abbas

Nurhayati

et al. 2022

Education Research International

View full text Add to dashboard Cite

show abstract

Promoting self-regulated learning, autonomy, and self-efficacy of EFL learners through authentic assessment in EFL classrooms

2023

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The present research tried to prompt self-regulated learning, autonomy, and self-efficacy of EFL learners through authentic assessment in Iranian EFL classrooms. To do so, 57 Iranian EFL learners were chosen and assigned to two equal groups; the Experimental Group (CG) and the Control Group (CG). Then, three questionnaires were administered to assess the respondents’ self-regulated learning, autonomy, and self-efficacy before doing the treatment. After that, the EG received the treatment via using authentic assessments whereas the CG received the instruction through non-authentic assessments. After teaching 15 English passages to both groups, three post-tests were administered to them to determine the effects of the treatment on their self-regulated learning, autonomy, and self-efficacy. Lastly, the attitude questionnaire was given to the EG students to assess their attitudes toward implementing authentic assessments in EFL classes. The outcomes of ANCOVA revealed that there were significant differences between the post-tests of the EG and the CG. The results displayed that the EG noticeably outdid the CG in self-regulated learning, autonomy, and self-efficacy post-tests. In addition, the results showed that the EG held a positive attitude toward using authentic assessment in EFL classes. It can be concluded that applying authentic assessment in EFL classes can bring about constructive impacts for EFL learners. The findings of this investigation can be extremely valuable for EFL teachers and material designers to consider the impacts of authentic assessments and invest more in using these sorts of assessments.

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Profile Evaluation in Indonesia: The Encouragement of Educational Change Facing The Era of Digitalism

Cited by 2 publications

References 0 publications

Development of Authentic Assessment in Local Wisdom-Based Reading Learning

Development of Authentic Assessment in Local Wisdom-Based Reading Learning

Promoting self-regulated learning, autonomy, and self-efficacy of EFL learners through authentic assessment in EFL classrooms

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