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Journal articles on the topic 'School-based assessment'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Lundblom, Erin, Ellen R. Cohn, and Lyn Tindall Covert. "School-Based Telepractice Assessment (STA)." Topics in Language Disorders 42, no. 2 (2022): 173–88. http://dx.doi.org/10.1097/tld.0000000000000278.

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Berman, Jeanette, and Lorraine Graham. "School Counsellor Use of Curriculum-based Dynamic Assessment." Journal of Psychologists and Counsellors in Schools 12 (November 2002): 21–40. http://dx.doi.org/10.1017/s1037291100004520.

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This study explored the conditions required for the practical implementation of dynamic assessment in schools. It involved the development and implementation of a curriculum-based dynamic assessment procedure in the area of school mathematics for use by school counsellors. Dynamic assessment has been developed within Vygotskian theories of learning, teaching and assessment. It incorporates a teaching or mediation phase that requires the application of clinical assessment and teaching skills. This paper argues that the competencies needed to conduct a successful dynamic assessment are a blend o

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Blake, Jamilia J., Courtney S. Banks, Brenda A. Patience, and Emily M. Lund. "School-Based Mental Health Professionals’ Bullying Assessment Practices: A Call for Evidence-Based Bullying Assessment Guidelines." Professional School Counseling 18, no. 1 (2014): 2156759X0001800. http://dx.doi.org/10.1177/2156759x0001800102.

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A sample of 483 school-based mental health professionals completed a survey about the training they have received related to conducting bullying assessments in schools, competence in conducting an assessment of bullying, and the bullying assessment methods they used. Results indicate that school counselors were usually informed about incidents of bullying more frequently than school psychologists. Whereas the majority of school-based mental health professionals surveyed reported some level of competence in using assessment tools for bullying, few reported using empirically based instruments to

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4

Romero and Baker. "AN INTRODUCTION TO SCHOOL-BASED ASSESSMENT." American Journal of Psychology 127, no. 2 (2014): 262. http://dx.doi.org/10.5406/amerjpsyc.127.2.0262.

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Hamers, Johan, Alber Pennings, and Juergen Guthke. "Training-based assessment of school achievement." Learning and Instruction 4, no. 4 (1994): 347–60. http://dx.doi.org/10.1016/0959-4752(94)90006-x.

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Ina, Magdalena, Cita Dilla Gerdah, Hapipi Hopipah, and Rahmi Aziah Siti. "EVALUASI PENILAIAN PORTOFOLIO DAN PENILAIAN BERBASIS KELAS SDN PERIUK 5 KOTA TANGERANG." Jurnal Halaqah 2, no. 3 (2020): 289–93. https://doi.org/10.5281/zenodo.3902365.

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<em>The purpose of this paper is to describe the effect of portfolio assessment evaluation and grade-based assessment of SDN Periuk 5 Kota Tangerang. This writing is a descriptive qualitative research in the form of observation sheet through the teacher's fifth</em><em>-</em><em>grade interview SDN Peruk 5 Kota Tangerang The results of this study indicate that the teacher SDN Periuk 5 Kota Tangerang has been using portfolio assessment and class-based assessment for a long time in accordance with established procedures.  As well as in conducting these assessments the teacher is very mo

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Nwafor, Stephen Chinedu, Opeyemi Fadekemi Awosika, and Grace Nwakaego Okoye. "School-Based Assessment in Secondary School Science Learning: Teachers’ Perspective." Indonesian Journal of Teaching in Science 4, no. 1 (2025): 61–68. https://doi.org/10.17509/ijotis.v4i1.68019.

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The study established the teachers' viewpoints on school-based assessment of secondary school science instruction in Anambra State, Nigeria. The research used a descriptive survey methodology. The 158 science teachers employed by the 32 public secondary schools in the Onitsha Education Zone of Anambra State made up the population of the study. Two of the three Local Government Areas of the Zone were chosen using the purposeful sampling technique, and the sample size was all 158 science teachers. "Questionnaire on Teachers Perception of the Use of Different Types of School Based Assessment in T

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Muzanni, Muzanni, Muhammad Sai, and Rendra Khaldun. "The Principal's Strategy in Implementing Computer Based Testing School Assessment at SMPIT Anak Sholeh Mataram." Tadbir : Jurnal Studi Manajemen Pendidikan 8, no. 2 (2024): 221–30. https://doi.org/10.29240/jsmp.v8i2.10729.

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This case study research aims to examine and analyze the condition of information and communication technology facilities for implementing Computer Based Testing School Assessment exams, school principal strategies in implementing Computer Based Testing School Assessments, as well as obstacles in implementing School Assessments Computer Based Testing in one of the junior high schools in Mataram City, Nusa Tenggara Barat, Indonesia. Data was collected through interviews, observation and documentation. The results of data analysis show that the condition of computer facilities for implementing C

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Ferrer, Sanny. "The School-Based Management Framework in the Delivery of Basic Education Services: The Case of the Public Elementary Schools in the Sixth District of the Province of Pangasinan." Psychology and Education: A Multidisciplinary Journal 26, no. 4 (2024): 309–30. https://doi.org/10.5281/zenodo.13903938.

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School-Based Management (SBM) is the number 1 key reform thrust of the Basic Education Sector Reform Agenda (BESRA) which underscores the empowerment of key stakeholders in school communities to enable them to actively participate in the continuous improvement of schools towards the attainment of higher pupil/student learning outcomes. This study sought to investigate the level of compliance to SBM framework of public elementary schools in the sixth congressional district in the province of Pangasinan and its impact on the delivery of basic education services in terms of school’s key per

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Memon, Aamir Gul, M. Faheem Afzal, Saleh Shah, M. Manan Haider Khan, Iqra Salahuddin, and Shoaib Ahmed Memon. "ASSESSMENT OF SCHOOL-BASED PHYSICAL ACTIVITY AMONG SCHOOL-GOING CHILDREN." Pakistan Journal of Rehabilitation 11, no. 1 (2022): 124–29. http://dx.doi.org/10.36283/pjr.zu.11.1/022.

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BACKGROUND AND AIM Physical inactivity and obesity are the two emerging problems in Pakistan. Schools have been identified as an essential setting for health promotion through physical activity participation. Many schools in Pakistan mainly concentrate on the higher study level and insufficient attention towards children’s physical health that may impair due to low physical activity level and increased sedentary behavior leading to obesity and other health issues. The study aims to assess the level of physical activity in school children. METHODOLOGY A cross-sectional exploration was lead at s

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11

Low, Brian, Moya Adams, Sam Ball, George Cooney, and Ruth Neumann. "School-based assessment in the 1986 NSW higher school certificate." Australian Educational Researcher 15, no. 3 (1988): 11–23. http://dx.doi.org/10.1007/bf03219416.

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12

Kim, Soomyoung. "Construct Validity of the Constructed Response Test Tasks in School-Based Assessment." Korea English Language Testing Association 18, no. 2 (2023): 37–71. http://dx.doi.org/10.37244/ela.2023.18.2.37.

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This study aimed to examine the constructed response (CR) test tasks in school-based assessment with a focus on construct validity. To this end, the researcher collected 771 CR test items from the midterm and final exam papers of the 2021 academic year from 37 high schools across the country. Three Korean raters participated in analyzing the characteristics of the test tasks based on the modified Bachman and Palmer’s test method facet, and several corpus analysis tools including WordSmith 8.0, Range, LCA, L2SCA and readability calculators were applied. The result of the analysis clearly demons

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Arsyim, Irwanto, Bibin Rubini, and Indarini Dwi Pursitasari. "Socio Scientific Issues-Based Argumentation Assessment for Middle School Students." Jurnal Penelitian Pendidikan IPA 8, no. 2 (2022): 1034–41. http://dx.doi.org/10.29303/jppipa.v8i2.844.

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This research was conducted to produce an Argumentation Assessment based on Scientific Social Issues. This study uses the R&D method. This research is in the Develop stage, namely conducting expert validation and limited trials. The SSI-based argumentation instrument trial was conducted on 15 and 30 grade IX students of SMP Adik Irma Jakarta. Data collection techniques were carried out by written tests and assessment of argumentation test questions. The assessment of argumentation test questions is given to material experts and 10 teachers. The CVI test was conducted by ten teachers, in an

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Puryanto, Edi, and Nurita Bayu Kusmayanti. "Analysis of Descriptive Text Writing Skill Characteristics Based on Performance-Based Assessment for Junior High School Level." Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia 7, no. 2 (2023): 105–16. http://dx.doi.org/10.21009/aksis.070201.

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This research aims to develop a performance-based assessment model for descriptive text writing skills at the junior high school level. The success of the learning process for descriptive text writing skills in junior high school can be seen in the learning outcomes achieved by students. These learning outcomes are obtained through assessments conducted by teachers at school. However, in reality, teachers face difficulties in developing assessment tools for descriptive text writing skills. These difficulties are addressed by developing a performance-based assessment model for descriptive text

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Aduloju, Margret Olufunmilayo, Odihi Adikwu, and Christiana Ipoyi Agi. "School Based Assessment: Implication for National Development." OALib 03, no. 03 (2016): 1–8. http://dx.doi.org/10.4236/oalib.1102392.

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Bylund, James. "School Based Assessment Of Attention-Deficit/HyperactivityDisorder." Augusto Guzzo Revista Acadêmica 1, no. 15 (2015): 43. http://dx.doi.org/10.22287/ag.v1i15.263.

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Bundy, Anita C. "Assessment and Intervention in School-Based Practice:." Physical & Occupational Therapy In Pediatrics 15, no. 2 (1995): 69–88. http://dx.doi.org/10.1080/j006v15n02_05.

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18

Long, Ethan S., and Alisa B. Bahl. "Current issues regarding school-based functional assessment." Behavior Analyst Today 1, no. 3 (2000): 33–36. http://dx.doi.org/10.1037/h0099885.

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19

Nolta, Kristie. "A School-Based Suicide Risk Assessment Strategy." NASN School Nurse 29, no. 6 (2014): 295–98. http://dx.doi.org/10.1177/1942602x14547276.

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20

Malti, Tina, Cindy Hsin-Ju Liu, and Gil Gabriel Noam. "Holistic Assessment in School-Based, Developmental Prevention." Journal of Prevention & Intervention in the Community 38, no. 3 (2010): 244–59. http://dx.doi.org/10.1080/10852352.2010.486306.

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Bundy, Anita. "Assessment and Intervention in School-Based Practice:." Physical & Occupational Therapy In Pediatrics 15, no. 2 (1995): 69–88. http://dx.doi.org/10.1300/j006v15n02_05.

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22

Jones, M. Gail. "Performance-Based Assessment in Middle School Science." Middle School Journal 25, no. 4 (1994): 35–38. http://dx.doi.org/10.1080/00940771.1994.11496108.

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23

Connors, Elizabeth H., Prerna Arora, Latisha Curtis, and Sharon H. Stephan. "Evidence-Based Assessment in School Mental Health." Cognitive and Behavioral Practice 22, no. 1 (2015): 60–73. http://dx.doi.org/10.1016/j.cbpra.2014.03.008.

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24

Boccio, Dana E. "A School-Based Suicide Risk Assessment Protocol." Journal of Applied School Psychology 31, no. 1 (2015): 31–62. http://dx.doi.org/10.1080/15377903.2014.963272.

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25

Darling-Hammond, Linda. "Performance-Based Assessment and Educational Equity." Harvard Educational Review 64, no. 1 (1994): 5–31. http://dx.doi.org/10.17763/haer.64.1.j57n353226536276.

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The use of educational testing in the United States has been criticized for its inequitable effects on different populations of students. Many assume that new forms of assessment will lead to more equitable outcomes. Linda Darling-Hammond argues in this article, however, that alternative assessment methods, such as performance-based assessment, are not inherently equitable, and that educators must pay careful attention to the ways that the assessments are used. Some school reform strategies, for example, use assessment reform as a lever for external control of schools. These strategies, Darlin

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26

Yanti and Siswandi. "USE OF INTRANET FOR CBT-BASED ASSESSMENT (COMPUTER BASED TEST) AT SENIOR HIGH SCHOOL." International Conference on Aplied Social Sciences in Education 1, no. 1 (2024): 403–10. https://doi.org/10.31316/icasse.v1i1.6937.

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Advances in information and communication technology have had a major impact on various aspects of life, including the education sector. One important innovation in this field is the implementation of Computer-Based Test (CBT) for assessment. The CBT system offers a number of advantages, such as time efficiency, increased assessment accuracy, and ease of data management. On the other hand, the implementation of CBT requires a strong infrastructure, one of which is an intranet network. This study aims to understand how intranets can be optimized in the implementation of CBT assessments, identif

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Poerwanti, Jenny Indrastoeti Siti, Sri Marmoah, Supianto Supianto, Sukarno Sukarno, Siti Istiyati, and Hasan Mahfud. "Classroom-Based Assessment System to Improve the Quality of Learning in Malaysia and Indonesia." Mimbar Sekolah Dasar 10, no. 3 (2023): 626–42. http://dx.doi.org/10.53400/mimbar-sd.v10i3.61098.

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Malaysia and Indonesia have introduced their educational systems and are developing human resources using learning evaluation systems. Based on the issues raised, this study aims to portray the learning assessment in primary schools in Indonesia and Malaysia in accordance with the educational program utilized in both countries and the impediments experienced in carrying out classroom-based evaluation in schools. This studyused the research literature survey technique to gather information on a research topic fromnews, official government documents, etc. The analysis was conducted using a compi

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Hill, Peter W., Tim Brown, Kenneth J. Rowe, and Ross Turner. "Establishing Comparability of Year 12 School-Based Assessments." Australian Journal of Education 41, no. 1 (1997): 27–47. http://dx.doi.org/10.1177/000494419704100103.

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THIS paper briefly outlines the dilemma confronting assessment and certification authorities in ensuring comparability of end-of-school assessments and proceeds to outline approaches adopted in Victoria following the introduction of the Victorian Certificate of Education (VCE). In particular, a description is provided of a new system for maximising comparability of school-based assessments which was implemented for the first time in 1994. This system made use of a reference test (the General Achievement Test) to check on the reasonableness of schools' assessments and to identify those schools

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29

OLOJO, Jethro Oludare (Ph.D). "An Analysis of Students' Academic Performance in School – Based Assessment and Certificate Examinations in General Mathematics, Physics and Computer Science in Ondo state, Nigeria." Euro Afro Studies International Journal (EASIJ) 4, no. 8 (2022): 32–48. https://doi.org/10.5281/zenodo.7029437.

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In education, the phrase assessment refers to the wide range of methods and tools that educators use to assess, measure, and document students' academic readiness, learning progress, skill development, and educational needs. There are mainly two methods of assessment in Nigerian schools; viz: School-Based Assessment (SBA) and external examinations. The purpose of this research is to see if SBA has an impact on the final examination grades in secondary schools Mathematics, Computer Science and Physics in Ondo State, Nigeria. The researchers employed an ex-post-facto study design to accompli

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K., Imasuen, and Iyamu I.F. "Public Junior Secondary School Teachers’ Perception and Application of School-Based Assessment in Ikpoba-Okha Local Government Area, Edo State." British Journal of Contemporary Education 2, no. 1 (2022): 42–53. http://dx.doi.org/10.52589/bjce-ck6rihbx.

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One of the most important and significant developments in the Nigerian educational system was the introduction of school-based Assessment (SBA). School-based assessment is an effective classroom assessment which requires skills and practices as students react to achieve their immediate objectives. Although school-based assessment is relevant and important to both the teachers and the learners, it is still being undermined especially by the teachers. This study, therefore, examined the relevance of schools Based assessment as well as the relevance of using school assessment as a strategy for th

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Asrial, Asrial, Syahrial Syahrial, Husni Sabil, et al. "Quantitative Analysis Of Elementary School Students' Curiosity and Web-Based Assessment Responses." Indonesian Journal on Learning and Advanced Education (IJOLAE) 5, no. 2 (2023): 107–19. http://dx.doi.org/10.23917/ijolae.v5i2.21646.

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The use of web-based assessment at the elementary school level is a novelty in this research. The purpose of this research is to find out the comparison of the character of curiosity and the comparison of student responses to the use of web-based assessment. In addition, it is also to determine the effect of the character of curiosity on student responses in using web-based assessments. This research is quantitative research with associative and comparative research types. The sample used in this study were high school elementary school students at 64 Muara Bulian elementary school and 80 Muar

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Adiningsih, Sri Hutami, Is Arianto Pratama, Andi Zulitsnayarti Mardhani Syam, and Alfiana Damasinta. "Development Of Contextual Accounting Learning Assessment Based On Lesson Study In High School." Jurnal Penelitian Multidisiplin Bangsa 1, no. 11 (2025): 2020–25. https://doi.org/10.59837/jpnmb.v1i11.399.

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This research aims to analyze and describe the implementation of accounting learning assessments by secondary school teachers in Mamuju City, West Sulawesi, as well as developing contextual assessment-based lesson studies. The research uses a research and development (R&D) approach with the subject of junior high school accounting teachers. Data was collected through interviews, observation and documentation, then analyzed using an interactive analysis model which includes data collection, reduction, presentation and verification. The validity of the data was tested through triangulation o

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Shoufika, Hilyana F., Ermawati Diana, and Riswari Lovika Ardana. "STEM-based Digital Assessment Application for Elementary School Teacher Education Students." BIO Web of Conferences 117 (2024): 01026. http://dx.doi.org/10.1051/bioconf/202411701026.

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This study aimed to determine the needs of prospective elementary school teacher students in using the STEM (Science, Technology, Engineering, and Mathematics) approach and to produce STEM-based digital assessment application products that follow the independent curriculum. The methods used were interviews, Focus Group Discussions with lecturers and students of Elementary School Teacher Education at Universitas Muria Kudus, and literature studies. FGD was chosen as a substitute for direct trials in the field and became the basis for validating the feasibility of product development. The result

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Yusoff, Mohd Azmi Mat, Jamil Ahmad, Azlin Norhaini Mansor, Rahayu Johari, Kamisah Othman, and Norlizah Che Hassan. "Evaluation of School Based Assessment Teacher Training Programme." Creative Education 07, no. 04 (2016): 627–38. http://dx.doi.org/10.4236/ce.2016.74065.

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Fingerhut, P., H. Madill, J. Darrah, M. Hodge, and S. Warren. "Classroom-Based Assessment: Validation for the School AMPS." American Journal of Occupational Therapy 56, no. 2 (2002): 210–13. http://dx.doi.org/10.5014/ajot.56.2.210.

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Rubin, Rebecca B., S. A. Welch, and Rick Buerkel. "Performance‐based assessment of high school speech instruction." Communication Education 44, no. 1 (1995): 30–39. http://dx.doi.org/10.1080/03634529509378995.

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37

Grier, Rachel, Leslie Morris, and Linda Taylor. "Assessment Strategies for School-Based Mental Health Counseling." Journal of School Health 71, no. 9 (2001): 467–69. http://dx.doi.org/10.1111/j.1746-1561.2001.tb07328.x.

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Wasowicz, Jan, Kenn Apel, and Julie J. Masterson. "Spelling Assessment: Applying Research in School-Based Practice." Perspectives on School-Based Issues 4, no. 1 (2003): 3–7. http://dx.doi.org/10.1044/sbi4.1.3.

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39

Shapiro, Edward S., and Tanya L. Eckert. "Acceptability of curriculum-based assessment by school psychologists." Journal of School Psychology 32, no. 2 (1994): 167–83. http://dx.doi.org/10.1016/0022-4405(94)90009-4.

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Atkins, Marc S., and William E. Pelham. "School-Based Assessment of Attention Deficit-Hyperactivity Disorder." Journal of Learning Disabilities 24, no. 4 (1991): 197–204. http://dx.doi.org/10.1177/002221949102400403.

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McGill, Ryan J. "Evidence-Based Assessment in School Psychology: an Introduction." Contemporary School Psychology 23, no. 2 (2019): 113–14. http://dx.doi.org/10.1007/s40688-019-00240-5.

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Hanardi, Levyn Gracia. "A Project-Based Assessment Model of English for Senior High School Grade X." Indonesian Journal of English Language Studies (IJELS) 1, no. 1 (2017): 70–92. http://dx.doi.org/10.24071/ijels.v1i1.339.

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Related to the implementation of the Curriculum 2013, project-based learning becomes one of the learning models that should be implemented in teaching and learning activities. Hence,outcome-based assessment and authentic assessment are considered appropriate model forproject-based learning because they are based on activities that represent a real-life setting.The purpose of this article is to develop an alternative model of project-based assessmentsthat are related to the implementation of the Curriculum 2013. This model is related to thebasic competences and objective of the lesson unit. Des

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Kelly, Shawna Rader. "The School Psychologist’s Role in Leading Multidisciplinary School-Based Threat Assessment Teams." Contemporary School Psychology 22, no. 2 (2017): 163–73. http://dx.doi.org/10.1007/s40688-017-0153-y.

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Subhashree, Nayak. "SCHOOL BASED ASSESSMENT: AS AN INNOVATION IN INDIAN EDUCATION SYSTEM." Scholarly Research Journal for Interdisciplinary studies 12, no. 81 (2024): 1–10. https://doi.org/10.5281/zenodo.10731985.

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<em>Assessment is an inseparable part of the educational process. To bring out the holistic development of the child, the assessment process should focus on both scholastic and co-scholastic areas of development. Assessment includes a full range of procedures used to gather information on students learning and also gives feedback for further improvement. School-based Assessment makes assessment more continuous and comprehensive, enables teachers to know the strengths and weaknesses of learners, and helps teachers to improve their teaching strategies. This theoretical paper explores the signifi

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Puguon, Juanita, and Wilhelmina Bullecer. "Emergence of Gender-Based Violence among Learners in a Public Secondary School towards the Development of School Based Gender Awareness Program." Psychology and Education: A Multidisciplinary Journal 41, no. 9 (2025): 1025–35. https://doi.org/10.70838/pemj.410905.

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The study aimed to assessed the encountered gender-based violence of students in public school of Bambang National High School on the physical, psychological, sexual, and socioeconomic violence and its place of occurrence at home, school and community. The theoretical and conceptual framework of the study formed the basis of the prepared survey questionnaire. This study used a quantitative research design in approaching the objectives of the study. Survey questionnaire was utilized as data gathering tool. The study also determined the correlation between gender-based violence and place of occu

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Kalinde, Bibian, Robinson Mambwe, Noah Sichula, and Collins Kaluba. "A Systematic Review of Early Childhood Education and Primary School Readiness for Transition Through Play-Based Pedagogies." Journal of Law and Social Sciences 5, no. 4 (2024): 63–88. http://dx.doi.org/10.53974/unza.jlss.5.4.1165.

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This systematic review is based on studies that explored school readiness and transition through play-based pedagogies in Early Childhood and Primary Education. Relevant literature involved global literature whose search was conducted by independent researchers following the keyword string, which included among others, stakeholders’ roles in school readiness, transition, and play-based pedagogies. The literature search was done from May to August 2022 following the Preferred Reporting Item for Systematic Review and Meta-Analysis Protocols (PRISMA). Twenty peer-reviewed studies were identified,

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Raikanova, A.M., and A.A. Zhaitapova. "THE ROLE OF CRITERIA- BASED ASSESSMENT IN THE CONDITION OF UPDATING THE CONTENT OF SCHOOL EDUCATION." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 34 (June 21, 2022): 33–35. https://doi.org/10.5281/zenodo.6675099.

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The article considers the issue of the transition of Kazakhstan's school education to the updated content. One of the changes in education system of our country is the criteria- based assessment that is used for the assessment of students` achievements. The implemented system of criteria- based assessment is aimed at the development of the student, increasing his/ her motivation to learn. The role of evaluation criteria and regular feedback, understandable for each student and his parents, becomes essential. The effectiveness of the reform of school education will largely depend on the rea

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Salimatdinovna, Abdurazakova Nurjamal. "Current state of assessment of reading literacy of primary school pupils based on text analysis." International Journal of Pedagogics 5, no. 2 (2025): 115–17. https://doi.org/10.37547/ijp/volume05issue02-30.

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Mulyana, Nana, Aang Abdulah Zein, Rahmat Mulyana, Ade T. Utty R. Rossa, and Deti Rostini. "MODEL OF SCHOOL PRINCIPAL ACADEMIC SUPERVISION BASED ON LESSON STUDY." JURNAL PAJAR (Pendidikan dan Pengajaran) 7, no. 4 (2023): 678. http://dx.doi.org/10.33578/pjr.v7i4.9455.

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This paper analyzes the lesson study-based school principal academic supervision model to improve the pedagogical competence of teachers at SDN Cipanengah CBM Sukabumi by using a qualitative descriptive research method. The research was conducted by analyzing the stages of Plan, Do, and See. The research begins with interviews and field observations. Planning indicators are 1) identifying plans, 2) formulating objectives and output criteria, 3) compiling schedules, 4) reviewing instruments, 5) carrying out supervision, 6) carrying out supervision of learning outcome assessments, 7) analyzing r

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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 (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 pra

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