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Journal articles on the topic 'Assessment of learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Li, Tilo, Tilo Li, Tilo Li, and Tilo Li. "How formative are assessments for learning activities towards summative assessment?" International Journal of Teaching and Education 9, no. 2 (October 20, 2021): 42–57. http://dx.doi.org/10.52950/te.2021.9.2.004.

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To academics of higher education institutes, motiving, enhancing and improving student learning have never been easy. Different types of course work or continuous assessment or assessment for learning activities are designed to lead students to achieve the intended learning outcomes of respective courses. Depending on the nature of courses, these activities vary and they can either be done individually or in groups. The question is whether these activities can achieve their stated goals or if they can, how much these activities can lead students to achieve the intended learning outcomes as reflected by a summative assessment, normally it is a timed final exam or a take-home final essay. The purpose of this paper is to investigate the correlations between formative assessment activities and the summative assessment. Data of an introductory statistics course of different cohorts of a private degree-granting institute in Hong Kong were used in this study. The results indicate that individual assignments have a strong relationship with the exam score, while group projects do not. More surprisingly, group projects are negatively related to exam scores. The implication is that academics should rethink how to make group work a better and fairer assessment for individual student’s contribution.

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Hidayat, Rahmad, Imam Sujadi, Siswanto, and Budi Usodo. "Description of Assessment: Assessment for Learning and Assessment as Learning on Teacher Learning Assessment." Journal of Education Research and Evaluation 7, no. 4 (December 23, 2023): 653–61. http://dx.doi.org/10.23887/jere.v7i4.59950.

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Assessment becomes a self-developing learning instruction and requires a broader focus on feedback interventions, especially learners' responses to feedback and the learning environment in which feedback works. Study of the ability of teachers to reflect on the application of assessment in the learning process in the classroom. The purpose of this study is to analyze Assessment for Learning (AfL) and Assessment as Learning (AaL) in the learning process in the classroom. The research method used is a qualitative research method using an in-depth, focused interview. Data collection techniques in the form of reflective are analyzed using reduction analysis, presentation, and drawing conclusions from the data. The results of the interviews show that assessment is often used as a measure of learning success alone, without regard to the application of constructive feedback to help students improve their achievement competencies in mathematics learning. Assessment is still focused on giving grades or rankings that can result in competition between students, so they have not focused on improving the learning process. It gives stakeholders a clear and unified picture of how educational assessments relate to learning and can help educators assist and design assessment practices. The construct of Assessment for Learning (AfL) and Assessment as Learning (AaL) must be looked at consistently with each other to build an assessment culture that maximizes student learning.

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PADMANABHA, C. H. "ASSESSMENT FOR LEARNING, ASSESSMENT OF LEARNING, ASSESSMENT AS LEARNING; CONCEPTUAL FRAMEWORK." i-manager’s Journal on Educational Psychology 14, no. 4 (2021): 27. http://dx.doi.org/10.26634/jpsy.14.4.17681.

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Satpathy, Anjana, and Roger Kneebone. "Work place based Surgical Assessments: Assessment for Learning or Assessment of Learning?" International Journal of Surgery 8, no. 7 (2010): 572. http://dx.doi.org/10.1016/j.ijsu.2010.07.258.

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Alex, Johnson. "Learning Disabilities: Assessment and Intervention." Paripex - Indian Journal Of Research 2, no. 2 (January 15, 2012): 175–76. http://dx.doi.org/10.15373/22501991/feb2013/62.

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Zitar, Raed Abu, Ammar EL-Hassan, and Oraib AL-Sahlee. "Deep Learning Recommendation System for Course Learning Outcomes Assessment." Journal of Advanced Research in Dynamical and Control Systems 11, no. 10-SPECIAL ISSUE (October 31, 2019): 1491–78. http://dx.doi.org/10.5373/jardcs/v11sp10/20192993.

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Rosana, Dadan, Eko Widodo, Wita Setianingsih, and Didik Setyawarno. "Pelatihan Implementasi Assessment Of Learning, Assessment For Learning Dan Assessment As Learning Pada Pembelajaran IPA SMP di MGMP Kabupaten Magelang." Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA 4, no. 1 (August 25, 2020): 71–78. http://dx.doi.org/10.21831/jpmmp.v4i1.34080.

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AbstrakKegiatan pelatihan ini bertujuan untuk meningkatkan kualitas penilaian peserta didik sehingga dapat menerapkan otentik asesmen sebagaimana di minta di Kurikulum 2013. Penilaian konvensional cenderung dilakukan untuk mengukur hasil belajar peserta didik. Dalam konteks ini, penilaian diposisikan seolah-olah sebagai kegiatan yang terpisah dari proses pembelajaran. Pemanfaatan penilaian bukan sekadar mengetahui pencapaian hasil belajar, justru yang lebih penting adalah bagaimana penilaian mampu meningkatkan kemampuan peserta didik dalam proses belajar.Penilaian seharusnya dilaksanakan melalui tiga pendekatan, yaitu assessment of learning (penilaian akhir pembelajaran), assessment for learning (penilaian untuk pembelajaran), dan assessment as learning (penilaian sebagai pembelajaran). Dengan kegiatan pelatihan ini diharapkan kompetensi guru dalam bidang penilaian dapat meningkat.Kegiatan pengabdian ini dilakukan dalam rancangan workshop dan pendampingan mulai dari penjelasan tentang pemanfaatan Assessment of Learning, Assessment for Learning dan Assessment as Learning Pada Pembelajaran IPA SMP, melakukan validasi dan uji coba asessment di kelas pembelajaran, dan menerapkan asesmen tersebut dalam seluruh penbelajaran IPA di SMP. Evaluasi kegiatan dilaksanakan baik dari aspek proses (workshop dan pendampingan) maupun aspek produk (melakukan tes kemampuan guru menerapkan asesmen di kelas pembelajaran). Pada tahap implementasi di lapangan akan dilaksanakan dengan cara melakukan kemitraan kolaboratif dengan MGMP IPA SMP di Kabupaten Magelang, Provinsi Jawa Tengah. Kata kunci: Pelatihan guru, Assessment of Learning, Assessment for Learning, Assessment as Learning. Assessment Of Learning, Assessment For Learning And As Learning Assessment Training In Smp Learning Learning In MGMP, Magelang DistrictAbstractThis training activity aims to improve the quality of student assessment so that they can apply authentic assessments as requested in the 2013 Curriculum. Conventional assessments tend to be carried out to measure student learning outcomes. In this context, assessment is positioned as if the activity is separate from the learning process. Utilization of assessment is not just knowing the achievement of learning outcomes, rather what is more important is how assessment can improve the ability of students in the learning process. Assessment should be carried out through three approaches, namely assessment of learning (assessment of learning), assessment for learning (assessment for learning) , and assessment as learning (assessment as learning). With this training activity it is expected that teacher competency in the field of assessment can increase.These service activities are carried out in the design of workshops and mentoring starting from the explanation of the use of Assessment of Learning, Assessment for Learning and Assessment as Learning in Junior High School Science Learning, validating and testing assessments in learning classes, and implementing these assessments in all Natural Sciences learning in SMP . Evaluation of activities carried out both from the aspect of the process (workshops and mentoring) and product aspects (testing the ability of teachers to apply assessments in learning classes). At the implementation stage in the field, it will be carried out by collaborative partnership with MGMP IPA SMP in Magelang Regency, Central Java Province.Key words: Teacher training, Assessment of Learning, Assessment for Learning, Assessment as Learning

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Pantiwati, Yuni, Lise Chamisijatin, Siti Zaenab, and Riantina Fitra Aldya. "Characteristics of Learning Assessment Towards Implementation of Merdeka Learning Curriculum." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 7, no. 1 (March 31, 2023): 115–28. http://dx.doi.org/10.36312/esaintika.v7i1.1125.

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Assessment is essential to the curriculum to measure and assess competency levels. The implementation of the independent learning curriculum assessment is directed at sustainable assessments. A meaningful learning process requires a good, planned, and irrational assessment system. The research aims to describe the characteristics of the assessment in the implementation of the independent curriculum, including the knowledge of the school community, the process of planning, implementation, processing of assessment results, reporting on learning progress and obstacles along with school and teacher solutions in carrying out assessments in the independent curriculum. This research is qualitative descriptive. The study was conducted in June-December 2022 at SMP Muhammadiyah 02 Batu. The research population was all teachers at SMP Muhammadiyah 02 Batu. The research sample was all SMP Muhammadiyah 02 Batu teachers using a saturated sampling technique. The instruments used are interview guidelines, observations, and documentation. Data analysis was carried out descriptively. The results showed that the teacher understood the independent learning curriculum well. Schools began to apply learning and assessment principles, planning lessons and assessments, understanding learning outcomes, planning learning and assessments, implementing learning and assessments, and processing and reporting assessment results. Teachers generally carry out summative and formative assessments, while minimal diagnostic assessments are carried out. Regardless of the results of the research, future researchers can make efforts to assist teachers in overcoming obstacles to implementing assessments in the independent curriculum.

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Schuwirth, Lambert W. T., and Cees P. M. Van der Vleuten. "Programmatic assessment: From assessment of learning to assessment for learning." Medical Teacher 33, no. 6 (May 24, 2011): 478–85. http://dx.doi.org/10.3109/0142159x.2011.565828.

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Dagavarian, Debra A., and Willam M. Walters. "Prior Learning Assessment: Outcomes Assessment of Prior Learning Assessment Programs." Journal of Continuing Higher Education 52, no. 1 (January 2004): 54–57. http://dx.doi.org/10.1080/07377366.2004.10400278.

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Bridjeshpappula and Geetha narayanankannaiyan. "Assessment of students learning capability adapting activity based learning – STAD." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2982–88. http://dx.doi.org/10.37200/ijpr/v24i4/pr201410.

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Kim, Soojin, and Kwangsoon Jeong. "Discussions on ‘Assessment as Learning’ through Student Voice on Assessment." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 9 (May 15, 2023): 123–35. http://dx.doi.org/10.22251/jlcci.2023.23.9.123.

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Objectives This paper explores the possibility of Assessment as Learning (AaL) and its practice in classrooms. Methods For this, a case study was conducted through Student Voice of Gangyoon, a 6th grade elementary school student who spoke about his experience with classroom assessments. Results The results show that (1) Gangyoon understands the main purpose of assessment as monitoring his learning or growth based on his own intentions. This implies students use assessments to monitor themselves related to their own objectives. (2) Gangyoon assesses his learning with reference to the amount of time his studying and the degree of his understanding. This means students set their own criteria to assess their learning. (3) Gangyoon assesses his learning as a key assessor who makes final judgements on his own learning with consideration of self-assessment and teacher-assessment at the same time. Conclusions It is concluded that AaL is implemented as self-assessment in practice. Furthermore, the possibility of AaL as Learned Curriculum’s major assessment method and as one of its key elements is confirmed by Student Voice on the practice of classroom assessments.

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&NA;. "Learning Assessment." Inflammatory Bowel Diseases 11 (November 2005): S42—S44. http://dx.doi.org/10.1097/01.mib.0000184845.52278.bf.

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Taras, Maddalena. "Using Assessment for Learning and Learning from Assessment." Assessment & Evaluation in Higher Education 27, no. 6 (December 2002): 501–10. http://dx.doi.org/10.1080/0260293022000020273.

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Adinda, Ade Hera, Hossiana Ekklesia Siahaan, Inas Fawaz Raihani, Naurah Aprida, Niken Fitri, and Ade Suryanda. "Summative Assessment and Formative Assessment of Online Learning." Report of Biological Education 2, no. 1 (June 30, 2021): 1–10. http://dx.doi.org/10.37150/rebion.v2i1.1024.

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Assessment is an essential part of offline and online learning, especially when determining student learning results. Each learning process requires an assessment to ensure the learning objectives are achieved. Assessment is also needed as a form of teacher accountability. The assessments that can be done in the learning process are formative and summative. This assessment uses a literature research method where the data obtained comes from literature or literature that examines summative assessment and formative assessment of online learning. In online learning environments, formative and summative assessment methods require more consideration. Formative and summative assessments are used to assess students' views on online learning. Making an assessment for online education, whether formative or summative, also requires the function of related principles and objectives. Formative assessment is carried out while the technique of learning and teaching activities of a particular unit/competency is underway. Formative assessment has the purpose of knowing the development of learner mastery of the unit/competency that is being studied. Summative assessment is accessible in online learning classes because it can efficiently determine the value of student learning outcomes. Summative assessment is usually done at the end of the learning process. The purpose of summative assessments is to understand how much the student's achievement of the studies has been completed. This article will provide an overview of formative and summative assessment methods suitable for online learning environments.

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Wijaya, Eka Anastasia. "Novice English teachers’ knowledge about assessment of learning, assessment for learning, and assessment as learning." ELT Forum: Journal of English Language Teaching 12, no. 3 (November 30, 2023): 157–65. http://dx.doi.org/10.15294/elt.v12i3.62110.

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This study aimed to investigate the novice English teachers’ knowledge about assessment of learning, assessment for learning, and assessment as learning in the context of Bali. Framed within a qualitative design, the study employed the qualitative method with a questionnaire and an interview guide as the instruments to collect the data. The obtained data were analysed using Interactive Model Analysis consisted of data collection, data display, data reduction, and verification or conclusion drawing. In the preliminary informal interview done towards several novice English teachers, it indicated that not all novice English teachers have heard about assessment of learning, assessment for learning, and assessment as learning. Therefore, this phenomenon led the researcher to conduct this study. Further, the results of this study showed that the novice English teachers’ knowledge about assessment of learning, assessment for learning, and assessment as learning are limited to the basic concepts only. Even, several novice English teachers never heard about those assessment types. It implies that the school principals and other stakeholders need to emphasize the concept of assessment of learning, assessment for learning, and assessment as learning for novice English teachers through teacher training, workshop, or seminar.

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Comendador, Roselyn M., and Elisa N. Chua PhD. "Active Learning and Contextualized Feedback as Assessment Tools for Science Learning." International Journal of Research Publication and Reviews 5, no. 7 (July 2024): 2191–203. http://dx.doi.org/10.55248/gengpi.5.0724.1806.

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Luh Nyoman Gita Acyuta Dewi, I Wayan Widiana, and I Nyoman Laba Jayanta. "The Project-Based Learning Assessment Guide (Project-Based Learning) is oriented towards Phenomenon-Based Learning." Journal of Education Research and Evaluation 8, no. 2 (May 28, 2024): 362–72. http://dx.doi.org/10.23887/jere.v8i2.74594.

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Less than optimal use of learning assessments results in low students' computational thinking abilities. This research aims to develop a project-based learning assessment guide oriented to phenomenon-based learning for fourth-grade elementary school students in the Mathematics subject and to analyze the validity, practicality, and effectiveness of the project-based learning assessment guide oriented to phenomenon-based learning. This research is classified as development research using the ADDIE model. The subjects involved in this research included 4 learning assessment experts, 3 teacher practitioners, and 29 grade IV students. This research uses data collection techniques, namely questionnaires and tests. Data analysis techniques include descriptive, qualitative, quantitative, and inferential statistics. The results of this research are the results of validation by a learning assessment expert who obtained very good qualifications, the results of the practicality test by the teacher who obtained very good qualifications, and the results of the effectiveness test of the project-based learning assessment guide oriented to phenomenon-based learning, which showed that there was a significant difference in the computational thinking abilities of class IV students. In mathematics subjects before and after taking part in the lesson. Based on this research, the project-based learning assessment guide, which is oriented towards phenomenon-based learning, is effective because this learning assessment guide can help teachers carry out learning assessments. This research aims to improve the computational thinking skills of fourth-grade elementary school students in mathematics subjects.

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Rahman, Sayeeda, and Md Anwarul Azim Majumder. "Is it assessment of learning or assessment for learning?" South East Asia Journal of Public Health 4, no. 1 (February 2, 2015): 72–74. http://dx.doi.org/10.3329/seajph.v4i1.21847.

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Assessment is a central feature of teaching and the curriculum. It powerfully frames how students learn and what students achieve. It is one of the most significant influences on students experience of higher education and all that they gain from it. The reason for an explicit focus on improving assessment practice is the huge impact it has on the quality of learning.1Students should realize that assessment can be an opportunity for learning, rather than just something to be endured and suffered.2'Institutions should ensure that appropriate feedback is provided to students on assessed work in a way that promotes learning and facilitates improvement'.3DOI: http://dx.doi.org/10.3329/seajph.v4i1.21847 South East Asia Journal of Public Health Vol.4(1) 2014: 72-74

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Dagavarian, Debra A. "Prior Learning Assessment: Marketing and Financing Prior Learning Assessment." Journal of Continuing Higher Education 53, no. 1 (January 2005): 51–54. http://dx.doi.org/10.1080/07377366.2005.10400062.

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Zaitun, Zaitun, Rochmiyati Rochmiyati, and Pargito Pargito. "Assessment Online Learning At Elementary School." Edunesia : Jurnal Ilmiah Pendidikan 2, no. 3 (August 28, 2021): 663–67. http://dx.doi.org/10.51276/edu.v2i3.186.

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This study aims to determine the assessment model for online-based elementary school teachers during the Covid-19 pandemic. This research was carried out at SDN 2, Palas District, South Lampung Regency. The research method used in this study is a qualitative research method with a descriptive study approach. The data collection techniques used are through questionnaires and interviews. The results showed that the online assessment in elementary schools during the Covid-19 pandemic was carried out through: assignments, daily exercises (oral tests), written tests and portfolios. From the various types of assessments carried out, it turns out that there are several obstacles, from the results of interviews that have been conducted, the obstacles experienced in online assessments are skills and attitude assessments to overcome the obstacles regarding online assessment, it still needs to be developed again, namely self-assessment and parental assessment to help solve problems regarding attitude and skill assessment.

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Anisah, Giati. "KERANGKA KONSEP ASSESSMENT OF LEARNING, ASSESSMENT FOR LEARNING, DAN ASSESSMENT AS LEARNING SERTA PENERAPANNYA PADA PEMBELAJARAN." AL-AUFA: JURNAL PENDIDIKAN DAN KAJIAN KEISLAMAN 3, no. 2 (November 30, 2022): 65–76. http://dx.doi.org/10.32665/alaufa.v3i2.1201.

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This paper aims to explain the assessment of learning, assessment for learning, and assessment as learning-based internet learning, using library research and descriptive analysis method. Data obtained from various library sources, both books and journals, both printed and online, relate to the concepts of assessment of learning, assessment for learning, and assessment as learning. Based on the results of the analysis it was found that each approach has its contribution to student learning. This is because the objectives of each approach are different. Assessment of learning aims to consider student placement, grade promotion, and awarding certificates. While the assessment for learning aims to provide information to teachers about the achievement of student competencies so that teachers can make decisions about the next learning. On the other hand, assessment as learning aims to monitor and self-correct students independently by students. Judging from the benchmarks that are used as comparisons, in the assessment of learning the comparisons are other students. In the assessment for learning, there are criteria made by the teacher or expectations. Meanwhile, in assessment as learning, the benchmark used is the student's personal goals. The key assessors in the assessment of learning and assessment for learning are teachers, while in assessment as learning the key assessors are students.

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Harland, Natalie. "Assessment of learning." Nursing Standard 21, no. 31 (April 11, 2007): 59–60. http://dx.doi.org/10.7748/ns.21.31.59.s52.

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Uddin, MN, and MA Habib. "Assessment Drives Learning." Journal of Armed Forces Medical College, Bangladesh 8, no. 2 (September 7, 2013): 1–2. http://dx.doi.org/10.3329/jafmc.v8i2.16362.

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Allal, Linda, and Dany Laveault. "Assessment for Learning." Mesure et évaluation en éducation 32, no. 2 (2009): 99. http://dx.doi.org/10.7202/1024956ar.

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de Boer, Peter G., Rick Buckley, Pascal Schmidt, Robert Fox, and Jesse Jupiter. "Learning Assessment Toolkit." Journal of Bone and Joint Surgery-American Volume 92, no. 5 (May 2010): 1325–29. http://dx.doi.org/10.2106/jbjs.i.00775.

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Hassan, Shahid. "Assessment for learning." Education in Medicine Journal 3, no. 2 (December 2011): e1-e5. http://dx.doi.org/10.5959/eimj.3.2.2011.e1.

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Pilcher, Jobeth. "Learning Needs Assessment." Journal for Nurses in Professional Development 32, no. 4 (2016): 185–91. http://dx.doi.org/10.1097/nnd.0000000000000245.

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Loyd, Gary E., and Heidi M. Koenig. "Assessment for Learning." International Anesthesiology Clinics 46, no. 4 (2008): 85–96. http://dx.doi.org/10.1097/aia.0b013e31818623df.

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Young, Susan. "Learning Forensic Assessment." Journal of Forensic Psychiatry & Psychology 19, no. 4 (December 2008): 643–44. http://dx.doi.org/10.1080/14789940801934246.

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Andrews, Crispin. "Learning by assessment." 5 to 7 Educator 2005, no. 4 (February 2005): 20. http://dx.doi.org/10.12968/ftse.2005.4.4.17899.

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Feuerstein, Reuven, Yaacov Rand, Mogens Jensen, Shlomo Kaniel, David Tzuriel, Nili Ben Shachar, and Yael Mintzker. "Learning Potential Assessment." Special Services in the Schools 2, no. 2-3 (June 26, 1986): 85–106. http://dx.doi.org/10.1300/j008v02n02_07.

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Duck, Sarah. "Assessment for Learning." 5 to 7 Educator 2009, no. 52 (April 2009): 46–47. http://dx.doi.org/10.12968/ftse.2009.8.4.40400.

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Nortvedt, Guri A. "Assessment and learning." Assessment in Education: Principles, Policy & Practice 21, no. 1 (November 20, 2013): 125–28. http://dx.doi.org/10.1080/0969594x.2013.852512.

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Allingham, Sue. "Assessment for learning." Early Years Educator 8, no. 7 (November 2006): 36–42. http://dx.doi.org/10.12968/eyed.2006.8.7.22181.

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Chapman, Ailsa. "Assessment for learning." Early Years Educator 12, no. 10 (February 2011): 21–23. http://dx.doi.org/10.12968/eyed.2011.12.10.21.

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Franck, D. Marian. "Assessment: Catalyst Learning." Journal of Physical Education, Recreation & Dance 65, no. 4 (April 1994): 4–5. http://dx.doi.org/10.1080/07303084.1994.10606885.

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Yakes, E. "Interactive Learning Assessment." Journal of the Academy of Nutrition and Dietetics 113, no. 9 (September 2013): A66. http://dx.doi.org/10.1016/j.jand.2013.06.234.

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Deonovic, Benjamin, Michael Yudelson, Maria Bolsinova, Meirav Attali, and Gunter Maris. "Learning meets assessment." Behaviormetrika 45, no. 2 (October 2018): 457–74. http://dx.doi.org/10.1007/s41237-018-0070-z.

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Tait, Paul A. "Assessment Drives Learning." Journal of Pharmacy Practice and Research 35, no. 3 (September 2005): 211–12. http://dx.doi.org/10.1002/j.2055-2335.2005.tb00342.x.

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Gilchrist, Debra. "A Twenty Year Path: Learning about Assessment; Learning from Assessment." Comminfolit 3, no. 2 (2010): 70. http://dx.doi.org/10.15760/comminfolit.2010.3.2.72.

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Lakin, Mary Beth. "Prior Learning Assessment Corner: Advising the Prior Learning Assessment Student." Journal of Continuing Higher Education 49, no. 2 (April 2001): 53–55. http://dx.doi.org/10.1080/07377366.2001.10400435.

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Pearson, Walter. "Prior Learning Assessment Corner: The Arguments For Prior Learning Assessment." Journal of Continuing Higher Education 49, no. 3 (October 2001): 47–50. http://dx.doi.org/10.1080/07377366.2001.10400445.

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Prihartina, Yessi, Das Salirawati, and Antuni Wiyarsi. "Measuring Student Learning Activities Through Articulate Storyline 3-Based Mobile Learning." Jurnal Penelitian Pendidikan IPA 9, no. 4 (April 30, 2023): 2252–58. http://dx.doi.org/10.29303/jppipa.v9i4.3113.

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This study aims to measure students' learning activities through the use of articulate storyline 3-based mobile learning with the Project Based Learning learning model on colloidal material. The type of research used is experimental research. The subjects of this study were 17 students of class XI MIPA Negeri 1 Seyegan. The instruments used were question sheets and questionnaire sheets. The indicator of success in this study is the results of student learning activities in general reaching the Active criteria. In research learning activities are carried out with 5 assessments including student worksheet assessment, quiz assessment, poster assessment, presentation assessment, and student activity questionnaire assessment. The results showed that the average student worksheet score was 73.50, the quiz score was 76.46, the poster score was 87.05 the presentation score was 80.60, and the questionnaire score was 76.52. The average value of students from all assessments gets a value of 78.83 and is included in the active category. The recommendation in this study is that the learning activities of students must be further enhanced so that they can provide knowledge to students through direct experiences in learning

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Haliq, Abdul, and Sakaria Sakaria. "Authentic Assessment: Portfolio-Based Assessment in Literacy Learning in Indonesian Schools." Tamaddun 18, no. 2 (December 31, 2019): 53–61. http://dx.doi.org/10.33096/tamaddun.v18i2.67.

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Comprehensive evaluation and emphasis on the student activity process as well as providing broad wiggle room for students is needed in learning assessment. Literacy assessment with such a model is necessary to improve students' literacy skills. One assessment model that puts pressure on student activity and provides ample space for everyone to respond to an assignment in its own way is the assessment of portfolio. This paper aims to explore portfolio assessments as part of an authentic assessment for use in literacy assessments. This research uses literart research study method to provide an overview of the use of portfolios in literacy assessments in Indonesian schools. Portfolio assessment on students’ literacy skills is carried out through Indonesian language learning, especially on the efficacy of writing. The portfolio assessment adopted uses models offered by Hamp-Lyons and Condon (2000) consisting of collection, selection, and reflection. Assessments are carried out by combining formative and summative assessments. To balance the summative aspects of portfolio assessment, several formative strategies can be adopted (Lee & Lam, 2009), including (1) ongoing teacher feedback, (2) conferences, and (3) peer reviews.

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Boyle, William Francis, and Marie Charles. "Leading learning through Assessment for Learning?" School Leadership & Management 30, no. 3 (July 2010): 285–300. http://dx.doi.org/10.1080/13632434.2010.485184.

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Stevens, Karen, Dan Gerber, and Rick Hendra. "Transformational Learning Through Prior Learning Assessment." Adult Education Quarterly 60, no. 4 (August 2010): 377–404. http://dx.doi.org/10.1177/0741713609358451.

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Klein-Collins, Becky, and Patrick Hain. "Prior Learning Assessment: How Institutions Use Portfolio Assessments." Journal of Continuing Higher Education 57, no. 3 (October 26, 2009): 187–89. http://dx.doi.org/10.1080/07377360903263935.

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Chusni, Muhammad Minan. "Strategic Implementation of Assessment “for” and “as” Learning in Science Education." Jurnal Ilmiah Pendidikan Fisika 6, no. 2 (June 1, 2022): 224. http://dx.doi.org/10.20527/jipf.v6i2.4385.

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The relatively needed assessments at this time are assessment for learning and assessment as learning. This study discusses the strategy to adopt these assessments in science class. The method used is a literature study by reviewing relevant research results from books and relevant article results. The criteria for the articles discussed are related to assessment of learning, assessment for learning, and assessment as learning. The research findings provide three strategies to conduct an assessment for learning and assessment as learning that are 1) self-assessment, 2) peer-assessment, and 3) feedback. We hope that these results can provide a new perspective for teachers in making assessment schemes.

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S., Vijaya. "Teaching Learning Process Assessment based on Students Evaluation." International Journal of Psychosocial Rehabilitation 24, no. 3 (March 30, 2020): 2740–50. http://dx.doi.org/10.37200/ijpr/v24i3/pr2020310.

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