This study aimed to evaluate the implementation of Class-Based Assessment (among teachers Junior High School (SMP) State in Riau Province, Indonesia. The sample consisted of 297 English teachers. This study used the CIPP Evaluation Model which focused on the evaluation of these aspects: input, processes and products. Questionnaires were administered in the collection of data for these factors: input and process; while a checklist was used to collect data for the factor products. Findings for input shows that the training and attitudes towards class-based assessment is at a high level while the aspects of implementation of knowledge and skills in Classroom-Based Assessment is at a moderate level. In the aspect of process, it was found that the frequency aspects of the implementation of the type of class-based assessment is moderate; while aspects of Class-Based Assessment in inviting the experts and aspects of identifying honesty in a large group of students is a major constraint faced by teachers in implementing the Class-Based Assessment. In the aspects of product, it was found that the majority of teachers tend to use the same rubrics as are found in the curriculum. The results showed that there was no significant difference in the level of knowledge, attitudes and skills of teachers to conduct classes based assessment based on their location and school teaching experience. Overall, the sub-aspects of knowledge, attitudes and skills to contribute 41.2 percent of the variable performance-based assessment grades, while 58.8 per cent were attributed to other factors that are not taken into account in this study. Implications of the study is that in order to implement Classroom Based Assessment as a determinant of approval, the proposed school needs to implement a planned and systematic ongoing training, whether working with various parties, inviting experts in the Classroom Based Assessment seminar in school or sending teachers to attend seminars, courses and workshops Classroom-Based Assessment. This study have implications for the existing evaluation system in Indonesian schools because the majority of experts and teachers tend to Class-Based Assessment is seen as a more comprehensive evaluation system
This research aimed to evaluate the use of alternative assessment, components of testing, and supplementary assessment by 127 lecturers (purposive sampling) of state and private universities in Pekanbaru, Indonesia in assessing students' learning achievement. The CIPP Evaluation Model focusing on input and process served as a research design; and two sets of questionnaires served as data collection. The input factor contained knowledge on alternative assessment and components of testing while the process was concerned with the frequency of implementation and supplementary assessment. The research findings showed that the input factor was at a high level. In the process factor, the aspects of written, performance, self/peer, portfolio, rubric, validity, reliability, table of specification, test sources, and item analysis were at a moderate level; project, product, diligence, kinship, request, honesty, and try-out were at a low level; but attitude, reference, domain, participation, and attendance were at a high level. However, there was no significant difference on factors of input and process viewed from teaching experience except project assessment in terms of academic qualification. The implication of this research was that by having higher knowledge on alternative assessment and components of testing, the lecturers were encouraged to vary their types of assessment, increase the frequency of the implementation of testing components, and elaborate the factors of supplementary assessment.
This paper is a monograph of an academic research paper entitled The Implementation of Classroom-Based Assessment within the English Secondary School Teachers in Riau Province-Indonesia (Universiti Kebangsaan Malaysia, 2012). Chronologically, it discloses such aspects as the changes of curriculum, the ignorance of productive skills, the functions of English in ASEAN economic community, the authentic teaching & learning, the authentic teaching materials, the authentic assessment, the related study, and the implications & recommendations.
Pentingnya kinerja seorang guru akan memberikan dampak yang signifikan terhadap tujuan pada suatu sekolah dalam meningkatkan output dari pendidikan yang telah diberikan. Jenis penelitian ini adalah penelitian deskriptif kuantitatif. Teknik pengumpulan data yang digunakan adalah kuisioner yang diberikan kepada 104 orang guru yang dipilih secara acak sebagai sampel menggunakan metode simple random sampling. Penelitian dilakukan yaitu responden memberikan tanggapan terhadap kuesioner dalam bentuk skala likert. Teknik analisis data yang digunakan dalam penelitian ini adalah regresi linear berganda dan pengolahan data menggunakan program Statistical Package for Social Science (SPSS). Berdasarkan hasil penelitian pengalaman kerja memberi pengaruh terhadap kinerja guru, artinya semakin baik pengalaman kerja maka akan semakin baik kinerja guru dalam menjalankan tugasnya. Hal ini berarti bahwa pengalaman kerja merupakan variabel penting untuk diperhatikan agar kinerja guru bisa meningkat. Dengan meningkatnya kinerja guru tentu akan berdampak pada pencapaian tujuan yang ditentukan sebelumnya, banyak pekerjaan dan perencanaan sekolah yang tercapai dan yang selesai tepat waktu. Kerja tim sangat erat kaitannya terhadap kinerja guru, artinya semakin tinggi kerja tim akan menunjang kinerja guru yang lebih baik. Oleh karena itu kerja tim merupakan hal penting untuk diperhatikan di dalam meningkatkan kinerja guru.
Technology, learning environment, and e-sources have shifted learners’ learning styles in academic reading courses. The study aimed to explore tertiary Indonesian EFL learners’ learning styles in reading hypermedia material since it benefits teachers in determining teaching approaches, assessments, and tasks in teaching reading courses. This study answered the research questions about tertiary Indonesian EFL learners’ learning styles and gender differences in their learning styles in reading hypermedia material., Seventy-one first-grade learners were selected randomly as the sample from the 141 learners who enrolled in the Academic Reading course. The four types of learning styles, concrete, analytical, communicative, and authority-oriented, were employed as the categories in this study. Descriptive statistics and t-tests were applied for the data analysis. The study revealed that the tertiary EFL learners’ learning styles were concrete and authority-oriented. Concrete and authority-oriented styles were the highest, the communicative style was the second, and the analytical style was the lowest. The t-test result showed no significant difference in learning styles between gender. The successful implementation of this descriptive quantitative research and the design of research instruments for learning styles contribute to expanding the research methodology in this digital era. The research result can help tertiary Indonesian EFL learners understand their learning styles. It also allows teachers to develop classroom activities, tasks, reading material, and media. Specifically, the use of hypermedia material and the changes in the learning environment mode has changed learners’ learning styles in Reading courses, which lead to a change in teachers’ teaching approaches.
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