The consistency between professed teaching practices and assessment practices: A case in mathematics class

Abstract

[English]: The purpose of this research was to (1) develop scales for measuring teaching practices and assessment practices in mathematics class; (2) identify the profile of teaching practices and assessment practices in mathematics class; and (3) examine the consistency between relevant factors in teaching practices and assessment practices in mathematics class. The methods of cross-sectional surveys and a scale development study were used to achieve that purpose. The participants in this research included two sample groups of primary school teachers in Jakarta. The first sample consisted of 252 teachers and the second sample consisted of 325 teachers. This research found that there were two factors in each dimension of teachers’ practices in mathematics class. Teaching practices included the relational and instrumental practices, while the assessment practices included the assessment for learning and assessment of learning. This research also found that most of the teachers leaned toward traditional practices for both teaching practices and assessment practices, and that there was a consistency between relevant factors in those teaching and assessment practices. A more detailed discussion can be found in the findings and discussion section.
 Keywords: Assessment practices, Teaching practices, Mathematics class, Scale development study, Cross-sectional Survey
 [Bahasa]: Penelitian ini bertujuan untuk (1) mengembangkan sebuah skala untuk mengukur praktik mengajar dan penilaian di kelas matematika; (2) mengidentifikasi profil praktik mengajar dan praktik penilaian di kelas matematika; dan (3) mengkaji konsistensi antar faktor-faktor yang bersesuaian pada praktik mengajar dan penilaian di kelas matematika. Metode survei cross-sectional dan studi pengembangan skala digunakan untuk menggapai tujuan tersebut. Partisipan dalam penelitian ini mencakup dua kelompok sampel guru sekolah dasar di Jakarta. Sampel pertama adalah 252 guru dan sampel kedua adalah 325 guru. Temuan penelitian ini mendapati terdapat dua faktor di setiap dimensi praktik guru di kelas matematika. Praktik mengajar mencakup faktor praktik relasional dan instrumental, sedangkan praktik penilaian mencakup faktor praktik assessment for learningdan assessment of learning. Penelitian ini juga menemukan bahwa sebagian besar guru mengarah pada praktik-praktik tradisional baik praktik mengajar maupun praktik penilaian, dan terdapat konsistensi antar faktor yang bersesuaian pada praktik mengajar dan penilaian tersebut. Diskusi lebih detail dapat ditemukan pada bagian hasil dan pembahasan. 
 Kata kunci: Praktik penilaian, Praktik mengajar, Kelas Matematik, Studi Pengembangan Skala, Survei cross-sectional
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Challenges Faced by English Teachers: Implementation of Higher Order Thinking Skills (HOTS) in Designing Assignments in East Indonesia

“…This problem seems to have persisted quite a while in Flores which can be a real hurdle for the education development. Indeed, it is true that successful learning does not always rely on rigid rules imposed by the school or government, but rather on how to implement the teaching and learning process in the classroom (Purnomo et al, 2018). Nevertheless, teachers need to be more sensitive to the rapid changes of technology and education development which may require HOTS for the students' future needs.…”

“…Teachers should be able to design HOTS assignments in order to achieve successful Education. To attain successful educational achievement, it is not always based on an up-todate curriculum, but rather on how to implement the teaching and learning process in the classroom (Purnomo, Kaur, & Noor, 2018). In fact, teachers still find challenges in implementing and preparing the learning materials which are covered by HOTS.…”

Keyakinan Epistemologis dan Belajar-Mengajar Matematika Calon Guru Matematika Sekolah Dasar

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“…Meskipun demikian, keyakinan epistemologis dan belajar mengajar keyakinan akan matematika sudah mulai mendapat perhatian dari peneliti di Indonesia (Purnomo, 2017;Purnomo et al, 2018;Purnomo et al, 2016;Siswono et al, 2016Siswono et al, , 2017Yuli et al, 2019). Penelitian melaporkan bahwa keyakinan guru akan pengetahuan memiliki hubungan yang kuat dengan keyakinannya akan pemecahan masalah (Siswono et al, 2016(Siswono et al, , 2017.…”

Value of feedback during the implementation of the group–individual–group cooperative learning method of assessment

“…According to Purnomo et al (2018), there must be consistency between teaching, learning and assessment. Assessment, specifically assessment feedback, should form an integral part of learning, as it should enable students to reflect on, monitor and evaluate their own learning process and progress (Ferguson 2011).…”