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Teachers in Indonesia utilize daily class assessment mostly for assessment of learning purpose instead of assessment for learning and as learning purposes, when in fact, daily class assessment should be primarily used for assessment as and for learning purposes. This prompted us to conduct this study “Utilizing the Assessment of Learning Outcome to Improve Learning Quality”, aiming to analyze the implementation of assessment for learning and as learning in teachers’ daily class assessment, and its issues. This study used qualitative approach. Data were collected using questionnaires and through focus group discussion (FGD). 5 sample areas were selected using purposive sampling. Informant involved in FGDs were 50 teachers, and respondents filling the questionnaire were 7.508 teachers, all from elementary and junior high schools that have implemented the 2013 Curriculum. The research concluded: a) in assessment for learning: (i) most schools use 1 Minimum Completion Criteria score; (ii) most teachers haven’t utilized assessment result for remedial, material enrichment, and evaluation of learning process; (iii) students are burdened by the scoring method of the reassessment in the remedial process; b) in assessment as learning: (i) most teachers do not give out the result of class assessment to students; (ii) most teachers do not utilize the result of class assessment for study counseling; and (iii) the descriptive grading in attitude, knowledge, and skills aspects serves less to no meaningful purpose. This research recommends a detailed and specifically explained assessment guidelines regarding assessment for learning and assessment as learning, complete with examples of classroom implementation. |
