Literasi Penilaian Guru Itu Penting: Studi Korelasional Tentang Implementasi Penilaian Formatif dalam Pendidikan Agama Islam
Abstract
This study aims to analyze the relationship between formative assessment literacy and the practice of formative assessment of PAI teachers in Lamongan Regency. The research uses a quantitative approach with a correlational design. A total of 267 PAI teachers were selected as respondents through purposive sampling techniques. Data collection was carried out using two instruments, namely Teacher Formative Assessment Literacy Scale (TFALS) which consists of 12 statements and formative assessment practices (PPF) / (Teacher Formative Assessment Practice Scale [TFAPS]) which consists of 10 statements with a six-point Likert scale. Data were analyzed using descriptive statistics, reliability test, Shapiro–Wilk normality test, and Spearman's rho correlation test using JASP software version 0.19.3. The results showed that both instruments had very high reliability (Cronbach's Alpha LPF = 0.919; PPF = 0.912). The normality test showed that the data was not normally distributed (p < 0.001), so the relationship analysis was performed using Spearman correlation. The results of the analysis showed a very strong positive relationship between formative assessment literacy and teacher formative assessment practice (ρ = 0.863; p < 0.001; 95% CI = 0.816–0.902). These findings show that teachers with higher levels of formative assessment literacy tend to better implement formative assessment practices in learning. Therefore, strengthening formative assessment literacy needs to be a focus in teacher education and professional development programs to support the implementation of assessments that are oriented towards improving the quality of learning.
Downloads
References
Aditomo, A. (2024). Panduan Pembelajaran dan Asesmen Pendidikan Anak Usia Dini, Pendidikan Dasar, dan Pendidikan Menengah Edisi Revisi Tahun 2024. 1–72.
Akoglu, H. (2018). Turkish Journal of Emergency Medicine User ’ s guide to correlation coe ffi cients. 18(August), 91–93. https://doi.org/10.1016/j.tjem.2018.08.001
Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy and Practice, 27(4), 350–372. https://doi.org/10.1080/0969594X.2019.1571992
Anggraena, Y., Felicia, N., G, D. E., Pratiwi, I., Utama, B., Alhapip, L., & Widiaswati, D. (2021). Kajian Akademik Kurikulum Untuk Pemulihan Pembelajaran. In Pusat Kurikulum dan Pembelajaran Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Black, P. (1998). Learning, league tables and national assessment: Opportunity lost or hope deferred? Oxford Review of Education, 24(1), 57 – 68. https://doi.org/10.1080/0305498980240105
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educ Asse Eval Acc, December 2008, 5–31. https://doi.org/10.1007/s11092-008-9068-5
Brookhart, S. M. (2011). Educational Assessment Knowledge and Skills for Teachers. Educational Measurement: Issues and Practice, 30(1), 3–12. https://doi.org/10.1111/j.1745-3992.2010.00195.x
Creswell, J. W., & Creswell, J. D. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications. https://books.google.co.id/books?id=Pr2VEAAAQBAJ
DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2015). Teacher assessment literacy: a review of international standards and measures. Educational Assessment, Evaluation and Accountability, 28(3), 251–272. https://doi.org/10.1007/s11092-015-9233-6
Field, A. (2018). Discovering Statistics Using IBM SPSS Statistics (5th ed.). Sage Publications.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Heritage, M. (2010). Formative Assessment: Making it Happen in the Classroom. Corwin Press. https://doi.org/https://doi.org/10.4135/9781452219493
İZCİ, K., İLTER, İ., & IZGAR, G. (2024). Adapting the teacher formative assessment literacy scale into Turkish: Validation and reliability study. International Journal of Assessment Tools in Education, 11(1), 67–87. https://doi.org/10.21449/ijate.1343373
Leontjev, D., & deBoer, M. (2020). Conceptualising assessment and learning in the CLIL context. An introduction. In Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations. Springer International Publishing. https://doi.org/10.1007/978-3-030-54128-6_1
Li, Z., Yan, Z., Chan, K. K. Y., Zhan, Y., & Guo, W. Y. (2023). The role of a professional development program in improving primary teachers’ formative assessment literacy. Teacher Development, 27(4), 447–467. https://doi.org/10.1080/13664530.2023.2223595
Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory into Practice, 48(1), 4–11. https://doi.org/10.1080/00405840802577536
Rohmawati, D., Nisa, R., & Hasyim, H. (2023). Gaya Mengajar Guru dalam Meningkatkan Hasil Belajar Kognitif pada Mata Pelajaran Fiqih Kelas II Madrasah Ibtidaiyah. Ibtida’, 4(01), 78-89. https://doi.org/10.37850/ibtida’.v4i01.478
Sortwell, A., Trimble, K., Ferraz, R., Geelan, D. R., Hine, G., Ramirez-Campillo, R., Carter-Thuiller, B., Gkintoni, E., & Xuan, Q. (2024). A Systematic Review of Meta-Analyses on the Impact of Formative Assessment on K-12 Students’ Learning: Toward Sustainable Quality Education. Sustainability, 16(17), 7826. https://doi.org/10.3390/su16177826
Sudakova, N. E., Savina, T. N., Masalimova, A. R., Mikhaylovsky, M. N., Karandeeva, L. G., & Zhdanov, S. P. (2022). Online Formative Assessment in Higher Education: Bibliometric Analysis. Education Sciences, 12(3). https://doi.org/10.3390/educsci12030209
van der Steen, J., van Schilt-Mol, T., van der Vleuten, C., & Joosten-ten Brinke, D. (2022). Supporting Teachers in Improving Formative Decision-Making: Design Principles for Formative Assessment Plans. Frontiers in Education, 7(June), 1–9. https://doi.org/10.3389/feduc.2022.925352
Wiliam, P. B. and D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6). https://doi.org/https://doi.org/10.1080/0969594X.2018.1441807
Winarno, S., & Azies, H. Al. (2024). The Effectiveness of Continuous Formative Assessment in Hybrid Learning Models: An Empirical Analysis in Higher Education Institutions. International Journal of Pedagogy and Teacher Education, 8(1), 1. https://doi.org/10.20961/ijpte.v8i1.89693
Worabu, R. D. (2024). Assessment Literacy: Secondary School Teachers’ Conception of Formative Assessment. Studies in English Language Teaching, 12(2), p1. https://doi.org/10.22158/selt.v12n2p1
Yan, Z., & Pastore, S. (2022). Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale. Studies in Educational Evaluation, 74(June), 101183. https://doi.org/10.1016/j.stueduc.2022.101183
Yusof, I. J., & Abdul Rahim, F. E. (2024). Kappa Fleiss Analysis: Evidence Of Content Validity for Formative Assessment Literacy Test for Teachers of Fundamental Subjects in Vocational Special School/ Analisis Fleiss Kappa: Evidens Kesahan Kandungan Ujian Literasi Pentaksiran Formatif Guru-Guru Su. Sains Humanika, 16(2), 9–16. https://doi.org/10.11113/sh.v16n2.2009
ZHANG, K., YILMAZ, R., USTUN, A. B., & KARAOĞLAN YILMAZ, F. G. (2023). Learning analytics in formative assessment: A systematic literature review. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 14(Özel Sayı), 359–381. https://doi.org/10.21031/epod.1272054
.png){kind=logo}
