The Development of an Assessment for Learning Model for Elementary Classroom

Abstract

Assessment for Learning for elementary classroom is a concept that aims to stimulate self learning and development among the student via assessment model. This research aimed to 1) develop an Assessment for Learning Model for elementary classroom and 2) test and assess the outcome of our model. The authors utilized interviewing, questionnaire and assessment form as tools for data gathering. The data was analyzed by statistical methods, namely, mean and standard deviation. Lastly, we performed the t-test Dependent to test our hypothesis and we’ve found that the Assessment for Learning Model for elementary classroom comprises of 2 phase and 6 steps. The result comprises two stages. The planning stage is composed of (1) define assessment objectives and what students need to achieve (2) define performance benchmark (3) design learning methodology and assessment method in accord with learning objectives. The teaching and feedback stage is composed of (1) integrate assessment with teaching/learning activities (2) Feedback after learning unit (3) Feedback result is used to improve primary school student's performance. The result of using the designed assessment model reveals that students have improved their learning achievement, self-regulation, and self-efficacy at statistically significant level of .05.<br /

Differentiated Learning Assessment Model to Improve Involvement of Special Needs Students in Inclusive Schools

“…Each student has a varied understanding according to their learning readiness, interests, and learning profile. Results of assessment become the basis for teachers to teach their students to new topics (Chueachot et al, 2013). Assessment has significant benefit if the teacher conducts an assessment before learning.…”

Assessment for Learning: Changes in the Role of Assessment in Learning

“…A number of researchers specifically examine AfL, which covers various issues such as the application of AfL in learning to write (Lee and Coniam, 2013), prerequisites for implementing AfL in learning (Heitink et al, 2016), teachers' views on AfL and databased decision making (Kippers et al, 2018), and a meta-analysis of Afl research in East Asian countries (Leong et al, 2018). Several studies reveal effective results related to the function of assessment as a natural companion in learning mathematics (Balan, 2010;Chueachot et al, 2013). This is in line with the results of Purnomo's research (2015), which found that there was an increase in the ability of elementary school students to solve math problems through an assessment design that had been developed.…”

The Expression of Conception of Self-Assessment in the Speech of 1 Grade Students

“…Įsivertinimu pagrįsto vertinimo modelio, integruoto į mokymosi veiklas, teigiamas poveikis mokinių pasiekimams įrodytas dirbant su V klasės pradinių klasių mokiniais (tyrime dalyvavo 107 mokiniai iš 3 klasių). Šio tyrimo autoriai pabrėžė, jog svarbu mokinius skatinti apmąstyti savo mokymosi tikslus ir jų siekti, dalyvauti vertinime ir mąstyti apie vertinimo kriterijus (Chueachot et al, 2013). Beje, patys mokytojai pripažįsta, jog jie nepakankamai gerai savo klasėse išnaudoja įsivertinimo teikiamas galimybes (Volante ir Beckett, 2011).…”