Alternative Assessments in Online Learning during Covid-19 Pandemic: The Strenghths and Weaknesses

Abstract

Currently, online learning becomes a new trend in the Indonesian education. But, the educators are not ready to adapt to online learning, especially in online learning assessments. This study aims to describe the alternative assessments in online learning that can be implemented at elementary education along with its advantages and disadvantages. This study employed a qualitative approach with the literature review method. Researchers collected a number of reputable national and international journal articles, textbooks, handbooks, regulations, and so on from the google scholar database, science direct, eric, and others related to research problems and objectives. The analysis of the literature review uses the critical appraisal method. The results of this study showed that online learning assessments that can be implemented in elementary education were formative and summative assessments. It included cognitive assessments, performance assessments, portfolios, writings and journals, self-assessment and peers-assessments. The use of online learning assessments has many advantages such as the availability to conduct tests on demand and at any time, provides direct feedback to users, the students’ quick access to the test results, and a more accurate measurement of student learning. However, online assessment systems also have several drawbacks, such as students who have low information technology (IT) skills might be disadvantaged. For this reason, in implementing online learning and assessment, teachers and students should master information and communication technology skills.

Challenges and Opportunities of Online Assessment Implementation During Covid-19 Pandemic in Indonesia Based on Recent Studies

“…First, one of the challenges found is the lack of digital literacy (Arifuddin et al, 2021;Fathurrochman, 2021;Fauzani et al, 2021;Kusuma et al, 2021;Luthfiyyah et al, 2021;Ningsih et al, 2021;Nurkamto et al, 2022;Saputra et al, 2022;Syafrizal & Pahamzah, 2020;Ukhrowiyah et al, 2021;Widiastuti et al, 2021). This challenge (22.9%) became the most common challenge of online assessment implementation in Indonesia.…”

“…This challenge (22.9%) became the most common challenge of online assessment implementation in Indonesia. Here, students with poor ICT skills are disadvantaged in online assessment (Arifuddin et al, 2021). Some students lack the understanding to use various applications and platforms (Fauzani et al, 2021), or they also feel the challenges of filtering the digital information or confirming whether or not it is suitable or correct (Kusuma et al, 2021).…”

“…Furthermore, teachers also found it difficult to follow students' progress (Arifuddin et al, 2021;Kusuma et al, 2021;Saputra et al, 2022;Widiastuti et al, 2021;Zboun & Farrah, 2021). Since the video conference is occasionally conducted regarding lots of internet data needed, teachers cannot know well the students' weaknesses and strengths or their actual progress.…”

The Level of Parents' Motivation in Helping Elementary School Children during Online Learning at Home; Case Studies in Indonesia and the Philippines

“…In online learning, the main requirement is a computer (network) (Dhawan, 2020;Garbe et al, 2020). It is a kind of face-to-face learning without meeting directly between students and teachers (Arifuddin, Turmudi, & Rokhmah, 2021). The effectiveness of face-to-face learning without direct meeting can increase the use of Information and Communication Technology (ICT)based learning (Basantia, 2018).…”

Elementary School Teachers' Readiness to Engage in Distance Learning and Training during the COVID-19 Pandemic

“…This is in line with the government policies that prohibit traditional learning activities and encourage the implementation of online learning. The new era of digital transformation (Cropley & Patston, 2019;Setiawan, 2017) leads to the today's globalized, competitive, diverse, and complex era so that in carrying out online learning, teachers must be able to use ICT and have digital literacy skills improve the learning quality (Arifuddin et al, 2021;Lestari et al, 2021;Sujana & Rachmatin, 2019).…”