Mengagas Pengelolaan Penilaian untuk Peningkatan Pembelajaran
Keywords:
melek penilaian, pembelajaran
Abstract
Assessment and instructional are interrelated. Assessment’s role depends on instructional approach. An instruction putting students as subject of their own learning will posit assessment as basis for instructional improvement. Otherwise, assessment will be applied to judge student learning outcomes. The first assessment’s role will work if only teachers master the quality assessment and do it collaboratively. At school level, work procedures include data summarizing, problem solving, modelling and externalization. The use of assessment data is method for improving an instructinal system incrementally.
Downloads
Download data is not yet available.
References
Aggarwal, J. C. (2007). Essentials of educational psychology. New Delhi: Vikas Publishing House Pvt Ltd.
Ainsworth, L. & Viegut, D. (2006). Common formative assessments: How to connect standards-based instruction and assessment. Thousand Oaks, CA: Corwin a SAGE Company.
Black, P. & Wiliam, D. Inside the black box: Raising standards through classroom assessment. Phi Delta Kappa, 1998, 80(2), 139-144.
Boudett, K. P., City, E. A., & Murnane, R. J. (2015). Data wise, revised and expanded edition: A step-by-step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education Press.
Boyle, B., & Charles, M. (2013). Formative assessment for teaching and learning. Thousand Oaks, CA: SAGE Publications Inc.
Brookhart, S. M. How create and use rubrics for formative assessment and grading. Denvers, MA: ASCD.
Bukowitz, W. R. & Williams, R. L. (1999). The knowledge management fieldbook. FT Press.
Chapman, C. & King, R. (2012). Differentiated assessment strategies: One tool doesn't fit all. Thousand Oaks, CA: Corwin a SAGE Company.
Chappuis, S. (2004). Assessment for learning: An action guide for school leaders. Portland, OR: Assessment Training Institute.
Chappuis, S., Commodore, C., & Stiggins, R. (2016). Balanced assessment systems: leadership, quality, and the role of classrom assessment. Thousand Oaks, CA: Corwin SAGE Publications.
Chugh, R. Do Australian Universities encourage tacit knowledge transfer? Dalam Proceedings of the 7th international joint conference on knowledge discovery, Knowledge engineering and knowledge management (IC3K 2015) - Volume 3: KMIS, pages 128-135.
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning, ed. 3. San Francisco, CA: Pfeiffer.
Coombe, C., Davidson, P., O'Sullivan, B., & Stoynoff, S. (2012). The Cambridge guide to second language assessment (Cambridge, Cambridge University Press.
Creswell, J. W. (1994). Research design: Qualitative and quantitative approaches (Thousand Oaks, CA: SAGE Publications Inc.
Curly, C. (2014). Pedagogoes for student-centered learning: Onlie and on-ground. Augsburg: Fortress Press.
Duncker, K. (1972). On problem-solving. Westport: Greenwood Press.
Earl, L. M. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin A SAGE Company.
Eckhout, T. J., Davis, S. L., Mickelson, Kristine & Goodburn, Amy (2005). A method for providing assessment training to in-service and pre-service teacher, paper, the annual meeting of the Southwestern Educational Research Association. New Orleans, LA
Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Flavell, J. H. Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, Vol 34(10), Oct 1979, 906-911.
Fowler, Jr., & F. J. (2014). Survey research methods. Thousand Oaks, CA: Sage Publications, Inc.
Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: John Wiley & Sons, Inc.
Kratochwill, T. R., & Bijou S. W. The impact of behaviorism on educational psychology. Dalam Glover, J. A., & Ronning, R. R. (2013). Historical foundation of educational psychology. New York, NY: Springer.
Hammerman, E. (2009). Formative assessment strategies for enhanced learning in science, K-8. Thousand Oaks, CA: Corwin Press.
Helie, S., & Sun, R. Incubation, insight, and creative problem solving: A unified theory and a connectionist model, Psychological Review, 2010, 117 (3): 994–1024.
Hernadez-Leo, D., Ley, T., Klamma, R., & Harrer, A. (Eds.). (2013). Scalling up learning for sustained impact. New York, NY: Springer.
Jahnke, I. (2012). A way out of the information jungle. Dalam Coakes, E. Technological change and societal growth: Analyzing the future. Hershey, PA: IGI Global.
Jha, D. K. (2009). Physical chemistry: Statistical mathematics. Darya Ganj, New Delhi: Discovery Publishing House.
Jones, J. Framing the assessment discussion. Young Children, 2004, 59(1), 14-18.
Juran, J. M. (1992). Juran on quality by design. New York: Simon & Schuster Inc.
King, Dennis (2009). Building assessment expertise through twenty-first-century professional development. Dalam Guskey, T. R. (Ed.). The Principal as Assessment Leader. Boomington, IN: Solution Tree Press.
Kinra, A. K. (2008). Guidance and counselling. New Delhi: Pearson Education India.
Keengwe, J. & Onchwari, G. (2016). Handbook of research on learner-centered pedagogy in teacher education. Hershey, PA: IGI Global
Martin, R. (2007). Opposable mind: How successful leaders win through integrative. Harvard: Harvard Business School Press.
McMillan, J. H. (2007). Classroom assessment: Principles and practice for effective standards based instruction, ed. 4. Boston, MA: Pearson Education, Inc.
McMillan, J. H., Secondary teachers’ classroom assessment and grading practices. Educational Measurement, Issues and Practice, 2001, 20(1), 20-32.
McTighe, J., & O'Connor, K. Seven practice for effective learning, Educational Leadership, 63(3), 10-17.
Miller, J. P., & Seller, W. (1985). Curriculum: perspective and practice. White Plains, NY: Longman Inc.
Napier, D. B. (2014). Qualities of education in a globalised world. New York, NY: Springer.
Newfields, T. Teacher development and assessment literacy, Authentic Communication: Proceedings of the 5th Annual JALT Pan-SIG Conference, 2006, 48-73.
Paratore, J. R., & McCormack, R. L. (Eds.). (2007). Classroom literacy assessment: Making sense of what students know and do. New York, NY: The Guilford Press.
Pill, J., & Harding, L. Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 2013, 30(3) 381-402.
Pintrich, P. R. The role of metacognitive knowledge in learning, teaching, and assessing. Theory Into Practice, 2002, 41(4), 220-227.
Polanyi, M. (1966). The tacit dimensions. Chicago, IL: the University of Chicago Press.
Polya, G. (1945). How to solve it. New Jersey, NJ: Princeton Univeristy Press.
Popham, W. J. (2006). Assessment for educational leaders. Boston, MA: Allyn and Bacon.
Popham, W. J. (2008). Transformative assessment. Denvers, MA: ASCD.
Rani, T. S. (2007). Educational measurement and evaluation. New Delhi: Discovery Publishing House.
Reigeluth, C. M. (1999). What is instructional design theory? Dalam Reigeluth, C. M. (Ed.). Instructional design theories and models: A new paradigm of instructional theory. Manwah, NJ: Lawrence Erlbaum Associates.
Sato, M., Chung, R. R., & Linda, D. H. Improving Teachers' Assessment practices through professional development: The case of national board certification, American Educational Research Journal, 2008, vol. 45, no. 3. pp. 669-700.
Schlechty, P. C. (1997). Inventing Better Schools: An Action Plan for Educational Reform (San Francisco, CA: John Wiley & Sons.
Snowden, D. "Complex acts of knowing: paradox and descriptive self-awareness". Journal of Knowledge Management. 2002, 6 (2): 100–111.
Staples, L. (2004). Roots to power: A manual for grassrots organizing. Westport: CT, Greenwood Publishing Group.
Stiggins, R. J., Arter, J. A., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right - using it well. Portland, OR: Assessment Training Institute, Inc.
Stiggins, R. Are you assessment literate? The High School Journal (1999, 6(5))
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. Cognitive architecture and instructional design, Educational Psychology Review (1998), 10:251.
Tapscott, D. & Williams, A. D. (2008). Wikinomics: How mass collaboration changes everything. New York, NY: Penguin Group.
The DAMA Guide to the Data Management Body of Knowledge (DAMA-DMBOK), ed. 1, 2009.
Thomas, G. (2015). How to do your case study: A guide for students and researchers. Thousand Oaks, CA: SAGE Publications Inc.
Walvoord, B. E. (2004). Assessment clear and simple: A practical guide for institutions. San Francisco, CA: John Wiley & Sons.
Ainsworth, L. & Viegut, D. (2006). Common formative assessments: How to connect standards-based instruction and assessment. Thousand Oaks, CA: Corwin a SAGE Company.
Black, P. & Wiliam, D. Inside the black box: Raising standards through classroom assessment. Phi Delta Kappa, 1998, 80(2), 139-144.
Boudett, K. P., City, E. A., & Murnane, R. J. (2015). Data wise, revised and expanded edition: A step-by-step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education Press.
Boyle, B., & Charles, M. (2013). Formative assessment for teaching and learning. Thousand Oaks, CA: SAGE Publications Inc.
Brookhart, S. M. How create and use rubrics for formative assessment and grading. Denvers, MA: ASCD.
Bukowitz, W. R. & Williams, R. L. (1999). The knowledge management fieldbook. FT Press.
Chapman, C. & King, R. (2012). Differentiated assessment strategies: One tool doesn't fit all. Thousand Oaks, CA: Corwin a SAGE Company.
Chappuis, S. (2004). Assessment for learning: An action guide for school leaders. Portland, OR: Assessment Training Institute.
Chappuis, S., Commodore, C., & Stiggins, R. (2016). Balanced assessment systems: leadership, quality, and the role of classrom assessment. Thousand Oaks, CA: Corwin SAGE Publications.
Chugh, R. Do Australian Universities encourage tacit knowledge transfer? Dalam Proceedings of the 7th international joint conference on knowledge discovery, Knowledge engineering and knowledge management (IC3K 2015) - Volume 3: KMIS, pages 128-135.
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning, ed. 3. San Francisco, CA: Pfeiffer.
Coombe, C., Davidson, P., O'Sullivan, B., & Stoynoff, S. (2012). The Cambridge guide to second language assessment (Cambridge, Cambridge University Press.
Creswell, J. W. (1994). Research design: Qualitative and quantitative approaches (Thousand Oaks, CA: SAGE Publications Inc.
Curly, C. (2014). Pedagogoes for student-centered learning: Onlie and on-ground. Augsburg: Fortress Press.
Duncker, K. (1972). On problem-solving. Westport: Greenwood Press.
Earl, L. M. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin A SAGE Company.
Eckhout, T. J., Davis, S. L., Mickelson, Kristine & Goodburn, Amy (2005). A method for providing assessment training to in-service and pre-service teacher, paper, the annual meeting of the Southwestern Educational Research Association. New Orleans, LA
Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Flavell, J. H. Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, Vol 34(10), Oct 1979, 906-911.
Fowler, Jr., & F. J. (2014). Survey research methods. Thousand Oaks, CA: Sage Publications, Inc.
Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: John Wiley & Sons, Inc.
Kratochwill, T. R., & Bijou S. W. The impact of behaviorism on educational psychology. Dalam Glover, J. A., & Ronning, R. R. (2013). Historical foundation of educational psychology. New York, NY: Springer.
Hammerman, E. (2009). Formative assessment strategies for enhanced learning in science, K-8. Thousand Oaks, CA: Corwin Press.
Helie, S., & Sun, R. Incubation, insight, and creative problem solving: A unified theory and a connectionist model, Psychological Review, 2010, 117 (3): 994–1024.
Hernadez-Leo, D., Ley, T., Klamma, R., & Harrer, A. (Eds.). (2013). Scalling up learning for sustained impact. New York, NY: Springer.
Jahnke, I. (2012). A way out of the information jungle. Dalam Coakes, E. Technological change and societal growth: Analyzing the future. Hershey, PA: IGI Global.
Jha, D. K. (2009). Physical chemistry: Statistical mathematics. Darya Ganj, New Delhi: Discovery Publishing House.
Jones, J. Framing the assessment discussion. Young Children, 2004, 59(1), 14-18.
Juran, J. M. (1992). Juran on quality by design. New York: Simon & Schuster Inc.
King, Dennis (2009). Building assessment expertise through twenty-first-century professional development. Dalam Guskey, T. R. (Ed.). The Principal as Assessment Leader. Boomington, IN: Solution Tree Press.
Kinra, A. K. (2008). Guidance and counselling. New Delhi: Pearson Education India.
Keengwe, J. & Onchwari, G. (2016). Handbook of research on learner-centered pedagogy in teacher education. Hershey, PA: IGI Global
Martin, R. (2007). Opposable mind: How successful leaders win through integrative. Harvard: Harvard Business School Press.
McMillan, J. H. (2007). Classroom assessment: Principles and practice for effective standards based instruction, ed. 4. Boston, MA: Pearson Education, Inc.
McMillan, J. H., Secondary teachers’ classroom assessment and grading practices. Educational Measurement, Issues and Practice, 2001, 20(1), 20-32.
McTighe, J., & O'Connor, K. Seven practice for effective learning, Educational Leadership, 63(3), 10-17.
Miller, J. P., & Seller, W. (1985). Curriculum: perspective and practice. White Plains, NY: Longman Inc.
Napier, D. B. (2014). Qualities of education in a globalised world. New York, NY: Springer.
Newfields, T. Teacher development and assessment literacy, Authentic Communication: Proceedings of the 5th Annual JALT Pan-SIG Conference, 2006, 48-73.
Paratore, J. R., & McCormack, R. L. (Eds.). (2007). Classroom literacy assessment: Making sense of what students know and do. New York, NY: The Guilford Press.
Pill, J., & Harding, L. Defining the language assessment literacy gap: Evidence from a parliamentary inquiry. Language Testing, 2013, 30(3) 381-402.
Pintrich, P. R. The role of metacognitive knowledge in learning, teaching, and assessing. Theory Into Practice, 2002, 41(4), 220-227.
Polanyi, M. (1966). The tacit dimensions. Chicago, IL: the University of Chicago Press.
Polya, G. (1945). How to solve it. New Jersey, NJ: Princeton Univeristy Press.
Popham, W. J. (2006). Assessment for educational leaders. Boston, MA: Allyn and Bacon.
Popham, W. J. (2008). Transformative assessment. Denvers, MA: ASCD.
Rani, T. S. (2007). Educational measurement and evaluation. New Delhi: Discovery Publishing House.
Reigeluth, C. M. (1999). What is instructional design theory? Dalam Reigeluth, C. M. (Ed.). Instructional design theories and models: A new paradigm of instructional theory. Manwah, NJ: Lawrence Erlbaum Associates.
Sato, M., Chung, R. R., & Linda, D. H. Improving Teachers' Assessment practices through professional development: The case of national board certification, American Educational Research Journal, 2008, vol. 45, no. 3. pp. 669-700.
Schlechty, P. C. (1997). Inventing Better Schools: An Action Plan for Educational Reform (San Francisco, CA: John Wiley & Sons.
Snowden, D. "Complex acts of knowing: paradox and descriptive self-awareness". Journal of Knowledge Management. 2002, 6 (2): 100–111.
Staples, L. (2004). Roots to power: A manual for grassrots organizing. Westport: CT, Greenwood Publishing Group.
Stiggins, R. J., Arter, J. A., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right - using it well. Portland, OR: Assessment Training Institute, Inc.
Stiggins, R. Are you assessment literate? The High School Journal (1999, 6(5))
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. Cognitive architecture and instructional design, Educational Psychology Review (1998), 10:251.
Tapscott, D. & Williams, A. D. (2008). Wikinomics: How mass collaboration changes everything. New York, NY: Penguin Group.
The DAMA Guide to the Data Management Body of Knowledge (DAMA-DMBOK), ed. 1, 2009.
Thomas, G. (2015). How to do your case study: A guide for students and researchers. Thousand Oaks, CA: SAGE Publications Inc.
Walvoord, B. E. (2004). Assessment clear and simple: A practical guide for institutions. San Francisco, CA: John Wiley & Sons.
Abstract viewed = 333 times
PDF downloaded = 433 times
