Assessment problems of junior high school teachers in implementing 2013 Indonesian curriculum

Abstract

This study aims to obtain an overview of teacher difficulties in carrying out mathematical learning assessments based on the 2013 curriculum. The method used in this study was qualitative descriptive. The research subjects were mathematics teachers in three schools in Bandung. The results of the study can be divided by 3 stages, namely planning stage, implementation stages, and making report stages. The first in stage, it is found that teachers’ problems include the lack of evaluation format and less preparation in making learning instruments. In the second stage, the teachers have difficulty in doing assessment because they do not understand whether the assessment formats made by them are in accordance with the 2013 curriculum. Teachers also have difficulty dealing with the time for conducting the entire assessment process. In the last stage, the teachers have difficulty in comprehending the meaning of the report results presented in some forms, like in the form of numbers, letters, and descriptions.