Abstract
The purpose of this study is to examine the management of educational assessment taking into account several transcendental factors. Identification of transcendental factors arises from the context of the study based on the framework of public management and educational management. The research is focused on the weaknesses and strengths of data on the achievement of the educational standards, namely the educational assessment standard. Methodology: Concurrent triangulation design is used to examine the phenomenon of research. The Education Quality Assurance Institute contributed to this study in the form of secondary data on the report quality of education. Measures concerning eight National Education Standards are based on indicators in school self-evaluation instruments. Quality report card grades on the assessment standards are analyzed to obtain a frequency distribution consisting of standard deviations and average scores. The focuse group was set up to confirm satisfaction with the educational assessment services. The Miles-Huberman model is used as a qualitative data analysis procedure and processed using the ATLAS.ti software version 8. The research findings show that the factors of educational leadership, public service motivation, goal clarity, and commitment to values greatly influence the management of assessment in high schools in Central Java. JEL Classification: A21, I28.
Highlights
The return of authority on managing high school education from the district/city to the provincial government was realized in 2017
The Indonesian education world has undergone a fundamental change in the education system up to the assessment standards that began in 2003, since the advent of law number 20 of 2003 concerning the national education system
From a theoretical comparative analysis of management functions, this study focuses on transcendent factors in the management of educational assessment in Central Java Province, Indonesia
Summary
The return of authority on managing high school education from the district/city to the provincial government was realized in 2017. The curriculum issues have changed, national education standards have been changed to implement the 2013 curriculum, especially the centralized education assessment standards from 2003 to 2012, fifty-fifty management between the central and regional governments in 2013-2016 and again decentralized since 2017 until now. This phenomenon shows that it is as if Indonesia repeats the history of the decentralization of valuation management that occurred between 1980 and 2002 (Puspendik.kemdikbud, 2019). This repetition of history is closely related to the Indonesian government's uncertainty over a standard format in printing the future of the nation's children
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