STIGGINS, RICHARD J. FOUNDER AND DIRECTOR OF THE ASSESSMENT TRAINING INSTITUTE PORTLAND, ORE. HE ADAPTED THIS ARTICLE FROM HIS HANDBOOK FOR TEACHERS, STUDENT-

Presentasi berjudul: "STIGGINS, RICHARD J. FOUNDER AND DIRECTOR OF THE ASSESSMENT TRAINING INSTITUTE PORTLAND, ORE. HE ADAPTED THIS ARTICLE FROM HIS HANDBOOK FOR TEACHERS, STUDENT-"— Transcript presentasi:

1 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

2 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.

3 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.

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

5 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.

6 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.

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

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

9 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

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

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

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

13 (7) These and many other definitions provide an excellent foundation for teaching and assessing reasoning

14 five standards of quality (5 Standar Mutu) 1. Starting with clear purposes 2. Focusing on achievement targets 3. Selecting proper assessment methods 4. Sampling student achievement 5. Avoiding bias and distortion

15 (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

16 1. Fear of assessment and evaluation 2. Tidak cukup waktu untuk menilai dengan baik. 3. Persepsi masyarakat pada pernyataan praktek penilaian. the urgency associated with the removal of the following barriers

17 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

18 A Four-Part Plan For 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.

19 Thank You