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STIGGINS, RICHARD J. FOUNDER AND DIRECTOR OF THE ASSESSMENT TRAINING INSTITUTE PORTLAND, ORE. HE ADAPTED THIS ARTICLE FROM HIS HANDBOOK FOR TEACHERS, STUDENT-CENTERED BY : YULIANTI Assessment literacy for the 21st century

Assessment literacy for the 21st century

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Assessment literacy for the 21st century. Stiggins , Richard J. founder and director of the Assessment Training Institute Portland, Ore. He adapted this article from his handbook for teachers, Student-Centered By : YULIANTI. ABSTARCT. - PowerPoint PPT Presentation

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Page 1: Assessment literacy for the 21st century

STIGGINS, RICHARD J.

FOUNDER AND DIRECTOR OF THE ASSESSMENT TRAINING INSTITUTE

PORTLAND, ORE. HE ADAPTED THIS ARTICLE FROM HIS HANDBOOK FOR TEACHERS, STUDENT-

CENTERED

BY : YULIANTI

Assessment literacy for the 21st century

Page 2: Assessment literacy for the 21st century

ABSTARCT

Stiggin melihat bahwa penilaian kinerja saat ini mengungkap beberapa tren positif. Termasuk di dalamnya revisioning misi sekolah agar siswa dapat lebih tinggi memenuhi standar akademik pembelajaran. Namun, masih ada banyak ruang untuk perbaikan, seperti di daerah-daerah mengenai penerapan metode 2 penilaian alternatif dan investasi bagi guru .

Page 3: Assessment literacy for the 21st century

Latar Belakang

Selama beberapa dekade , circle penilaian didominasi oleh test konvensional yaitu test multiple choice. (1940-1980)

Th 1980, meredevinisi. Focus performance assesment.

Kemampuan membaca fasih, menulis, berbicara dan memberikan alasan adalah kemampuan yang lebih kompleks.

Th 1990, muncul test selain mc.

Page 4: Assessment literacy for the 21st century

"Assessment Literacy,"

Sekolah akan lebih produktif, jika para pendidik memperhatikan prinsip dasar penilaian di dalam kelas.

Page 5: Assessment literacy for the 21st century

Prinsip dasar (1)

Tanpa visi yang jelas tentang makna kesuksesan akademik dan tanpa kemampuan untuk secara efektif menilai pencapaian siswa di kelas, tingkat sekolah dan daerah, maka kita tidak dapat membantu siswa mencapai tingkat prestasi akademik yang lebih tinggi.

Page 6: Assessment literacy for the 21st century

identify positive trends that promise to increase our understanding and use of high-quality assessment. For example, the business community and other major segments of our society have recognized that schools must do more than rank students from the highest to the lowest achievers.

Page 7: Assessment literacy for the 21st century

(2)

Similar standards have been spelled out for principals ( Standar yang sama yang digunakan kepala sekolah)

Page 8: Assessment literacy for the 21st century

(3)

Saat ini sedang mengembangkan para administrator secara umum bekerjasama dengan Dewan Nasional dalam pengukuran pendidikan /NCME.

Page 9: Assessment literacy for the 21st century

Two specific problems have arisen

First, accountability-oriented assessors followed tradition by focusing on large-scale standardized applications of performance assessment

Second, some users of performance assessments have failed to appreciate the complexity of this methodology and have either not prepared themselves adequately or failed to help their communities to understand the new assessment methods

Page 10: Assessment literacy for the 21st century

(4)

Dalam kasus yang lain, beberapa performance applikasi penilaian secara sistematik telah diuji dari perspektif teknis dan perspektif hasil.

Page 11: Assessment literacy for the 21st century

(5)

Sebagai sebuah investasi bagi suatu negara atau daerah untuk mengembangkan guru secara professional dan komitmennya untuk memberikan penilaian berkualitas tinggi di kelas.

Page 12: Assessment literacy for the 21st century

(6)

Beberapa kabupaten atau sekolah telah merevisi standards penilaian atau memberikan kriteria evaluasi pada staff untuk merefleksikan ekspektasi dari penilaian yang kompeten.

Page 13: Assessment literacy for the 21st century

(7)

These and many other definitions provide an excellent foundation for teaching and assessing reasoning

Page 14: Assessment literacy for the 21st century

five standards of quality (5 Standar Mutu)

1. Starting with clear purposes2. Focusing on achievement targets3. Selecting proper assessment methods4. Sampling student achievement5. Avoiding bias and distortion

Page 15: Assessment literacy for the 21st century

(8)

Kenapa assessment literacy sukar dilaksanakan?

The answers to these questions are complex. This is why the barriers to improving classroom assessment have been so difficult to overcome. But the need for high-quality assessment continues to grow as our assigned mission of helping more students than ever before to attain higher levels of academic excellence becomes increasingly pressing

Page 16: Assessment literacy for the 21st century

1. Fear of assessment and evaluation2. Tidak cukup waktu untuk menilai dengan

baik.3. Persepsi masyarakat pada pernyataan

praktek penilaian.

the urgency associated with the removal of the followingbarriers

Page 17: Assessment literacy for the 21st century

two time issues to be addressed

1. time for professional development and time to integrate the ideas learned into instruction.

2. time to integrate sound assessment practices into instruction Public perceptions of the state of assessment practices

Page 18: Assessment literacy for the 21st century

A Four-Part PlanFor School Districts

1. articulating clear and specific achievement expectations,

2. providing professional development, 3. setting policies that demand and support

high-quality assessment, and, 4. planning and conducting a community

relations campaign in support of high-quality assessment.

Page 19: Assessment literacy for the 21st century

Thank You