Main Article Content
Abstract
Pendahuluan: Asesmen autentik masih cenderung dihindari oleh para guru dalam pembelajaran. Hal ini menyebabkan asesmen belum memberikan dampak dalam pembelajaran sepanjang hayat. Studi ini bertujuan untuk meningkatkan kompetensi guru dalam mengembangkan asesmen autentik dalam pembelajaran berdiferensiasi. Metode: edukasi dan pelatihan. Hasil: Hasilnya, guru-guru sudah mampu mengembangkan asesmen autentik dengan cukup baik. Kecermatan guru dan kreativitas ide tentu perlu ditingkatkan lagi dengan latihan yang intensif dalam mengembangkan daftar tugas maupun rubrik penilaian khususnya untuk asesmen kinerja. Kesimpulan: Para guru sangat antusias mengikuti kegiatan edukasi dan pelatihan asesmen autentik dan kegiatan mampu merubah paradigma guru tentang asesmen autentik untuk memberikan dampak pembelajaran sepanjang hayat.
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© 2022 Oleh authors. Lisensi Jurnal Solma, LPPM-Uhamka, Jakarta. Artikel ini bersifat open access yang didistribusikan di bawah syarat dan ketentuan Creative Commons Attribution (CC BY) license. (http://creativecommons.org/licenses/by/4.0/).
References
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- Dick, W. O., Carey, L., & Carey, J. O. (2009). The systematic design of instruction (7th ed.). Pearson.
- Gaitas, S., & Martins, M. A. (2017). Teacher perceived difficulty in implementing differentiated instructional strategies in primary school. International Journal of Inclusive Education, 21(5), 544–556. https://doi.org/10.1080/13603116.2016.1223180
- Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68(August 2020), 100955. https://doi.org/10.1016/j.stueduc.2020.100955
- Griffin, P., McGaw, B., & Care, E. (2012). Assessment and Teaching of 21st Century Skills. Springer Science+Business Media B.V. https://doi.org/10.1007/978-94-017-9395-7
- Ibrahim, M. (2005). Asesmen Berkelanjutan: Konsep Dasar, tahapan Pengembangan dan Contoh. Unesa University Press.
- Johnson, D. W., & Johnson, R. T. (2002). Meaningful Assessment: A Manageable and Cooperative Process. Pearson Education Company.
- Kalinowski, E., Westphal, A., Jurczok, A., & Vock, M. (2024). The essential role of teacher self-efficacy and enthusiasm for differentiated instruction. Teaching and Teacher Education, 148(May), 104663. https://doi.org/10.1016/j.tate.2024.104663
- Langelaan, B. N., Gaikhorst, L., Smets, W., & Oostdam, R. J. (2024). Differentiating instruction: Understanding the key elements for successful teacher preparation and development. Teaching and Teacher Education, 140(January), 104464. https://doi.org/10.1016/j.tate.2023.104464
- Nurhayati, S., & Puryati, P. (2022). Assessment fairness in freedom of learning in open and distance education. Research and Evaluation in Education, 8(1), 24–34. https://doi.org/10.21831/reid.v8i1.45378
- Pozas, M., Letzel-Alt, V., & Schwab, S. (2023). The effects of differentiated instruction on teachers’ stress and job satisfaction. Teaching and Teacher Education, 122, 103962. https://doi.org/10.1016/j.tate.2022.103962
- Stollman, S., Meirink, J., Westenberg, M., & van Driel, J. (2019). Teachers’ interactive cognitions of differentiated instruction in a context of student talent development. Teaching and Teacher Education, 77, 138–149. https://doi.org/10.1016/j.tate.2018.09.003
- Suryati, I., Ratih, K., & Maryadi, M. (2023). Teachers’ Challenges in Implementing Differentiated Instruction in Teaching English at Junior High School. Eduvest - Journal of Universal Studies, 3(9), 1693–1708. https://doi.org/10.59188/eduvest.v3i9.871
- van Geel, M., Keuning, T., & Safar, I. (2022). How teachers develop skills for implementing differentiated instruction: Helpful and hindering factors. Teaching and Teacher Education: Leadership and Professional Development, 1(February), 100007. https://doi.org/10.1016/j.tatelp.2022.100007
- Widoyoko, E. P. (2017). Evaluasi Program Pembelajaran: Panduan Praktis Bagi Pendidik dan Calon Pendidik. Pustaka Pelajar.
References
Anderson, R., Thier, M., & Pitts, C. (2017). Interpersonal and intrapersonal skill assessment alternatives: Self-reports, situational-judgment tests, and discrete-choice experiments. Learning and Individual Differences, 53, 47–60. https://doi.org/10.1016/j.lindif.2016.10.017
Dick, W. O., Carey, L., & Carey, J. O. (2009). The systematic design of instruction (7th ed.). Pearson.
Gaitas, S., & Martins, M. A. (2017). Teacher perceived difficulty in implementing differentiated instructional strategies in primary school. International Journal of Inclusive Education, 21(5), 544–556. https://doi.org/10.1080/13603116.2016.1223180
Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68(August 2020), 100955. https://doi.org/10.1016/j.stueduc.2020.100955
Griffin, P., McGaw, B., & Care, E. (2012). Assessment and Teaching of 21st Century Skills. Springer Science+Business Media B.V. https://doi.org/10.1007/978-94-017-9395-7
Ibrahim, M. (2005). Asesmen Berkelanjutan: Konsep Dasar, tahapan Pengembangan dan Contoh. Unesa University Press.
Johnson, D. W., & Johnson, R. T. (2002). Meaningful Assessment: A Manageable and Cooperative Process. Pearson Education Company.
Kalinowski, E., Westphal, A., Jurczok, A., & Vock, M. (2024). The essential role of teacher self-efficacy and enthusiasm for differentiated instruction. Teaching and Teacher Education, 148(May), 104663. https://doi.org/10.1016/j.tate.2024.104663
Langelaan, B. N., Gaikhorst, L., Smets, W., & Oostdam, R. J. (2024). Differentiating instruction: Understanding the key elements for successful teacher preparation and development. Teaching and Teacher Education, 140(January), 104464. https://doi.org/10.1016/j.tate.2023.104464
Nurhayati, S., & Puryati, P. (2022). Assessment fairness in freedom of learning in open and distance education. Research and Evaluation in Education, 8(1), 24–34. https://doi.org/10.21831/reid.v8i1.45378
Pozas, M., Letzel-Alt, V., & Schwab, S. (2023). The effects of differentiated instruction on teachers’ stress and job satisfaction. Teaching and Teacher Education, 122, 103962. https://doi.org/10.1016/j.tate.2022.103962
Stollman, S., Meirink, J., Westenberg, M., & van Driel, J. (2019). Teachers’ interactive cognitions of differentiated instruction in a context of student talent development. Teaching and Teacher Education, 77, 138–149. https://doi.org/10.1016/j.tate.2018.09.003
Suryati, I., Ratih, K., & Maryadi, M. (2023). Teachers’ Challenges in Implementing Differentiated Instruction in Teaching English at Junior High School. Eduvest - Journal of Universal Studies, 3(9), 1693–1708. https://doi.org/10.59188/eduvest.v3i9.871
van Geel, M., Keuning, T., & Safar, I. (2022). How teachers develop skills for implementing differentiated instruction: Helpful and hindering factors. Teaching and Teacher Education: Leadership and Professional Development, 1(February), 100007. https://doi.org/10.1016/j.tatelp.2022.100007
Widoyoko, E. P. (2017). Evaluasi Program Pembelajaran: Panduan Praktis Bagi Pendidik dan Calon Pendidik. Pustaka Pelajar.