DISCOURSE PENILAIAN PENDIDIKAN KONTEKS INDONESIA: UJIAN EKSTERNAL DAN PENILAIAN BERBASIS KELAS

Abstract

In recent decades, educational assessments are considered as central issues among educational stakeholders. It indicates that the educational assessment plays an important role especially for the policy makers in monitoring the education outcomes. The outcomes are the guidance for the policy makers in various purposes, such as improving the quality of education. This article is intended, in general, to share insights on the discourse of educational assessment to all education stakeholders. Specifically, this article is addressed to all educational assessment policy makers. The analysis on both models of educational assessment, national examination and classroom-based assessment uses critical discourse analysis based on the international framework. As the result, the policy and implementation of the national examination model referred to economic-parameters paradigm based on the tight competition of global knowledge in the free market. This paradigm has several consequences for its implementation. Overall, there are eight fundamental questions that need to be explored further. In contrary, the policy and implementation of the classroom-based assessment model are based on the humanistic paradigm. This model on its implementation has constraints that require special attention from the central government. Two paradigms with different orientation and are both found in the schools, as stated in the SPN Law No.20 / 2003 article 58 paragraphs (1) and (2), serve as the basis for making decisions regarding the quality of the educational assessment outcomes in the context of the Indonesian National Education System based on the competition of global knowledge in the global free market.