Abstract
Minimum competency assessment is a new challenge for classroom teachers in implementing and integrating it in learning to maximize its diagnostic and curative function on the quality of Indonesian education. This is the background of this research to analyze the readiness of teachers in arranging literacy and numeracy tests in elementary schools. This study used a content analysis design to reveal a test prepared by elementary school teachers for minimum competency assessment involving 30 elementary school teachers. Data analysis results are presented in the form of percentage accuracy of items with quantitative descriptive and examples of items that are described qualitatively. The results showed that the competence of school teachers in compiling literacy and numeracy assessment questions in elementary schools was still not optimal in terms of form, content, context, and cognitive level, especially for reflect and evaluate levels for literacy assessments and reasoning levels for required numeracy assessments. Especially for literary content on literacy, scientific context on literacy and numeracy, and third-level literacy and numeracy. Based on the results of the study, it can be concluded that the competency of elementary school teachers in implementing a minimum competency assessment needs to be carried out to meet the standards and functions of the Indonesian national assessment. This study provides an overview of teacher readiness in carrying out minimum competency assessments in elementary schools related to their role as learning evaluators
Highlights
Learning assessment occupies a trend of educational topics that are widely discussed, studied, and developed through the latest research results
Problem of Study The main problem that will be discussed in this study focuses on teacher readiness in minimum competency assessment as a new policy in the implementation of learning assessment in Indonesia
In this study, it can be concluded that the readiness of teachers in minimum competency assessment in terms of their competence in compiling literacy and numeracy assessment questions in elementary schools still needs to be improved, especially for literacy assessment at the reflect and evaluate level and for numeracy assessment at the reasoning level
Summary
Background Learning assessment occupies a trend of educational topics that are widely discussed, studied, and developed through the latest research results. If previously traditional assessments were more in the form of written tests in a summative framework, assessments have developed with various types and formats offline and online in a formative framework for various functions. This development is a great opportunity for educational practitioners to determine and design the best assessment used according to learning needs. After being evaluated and followed by the implementation of Merdeka Belajar policy, this assessment process is considered inappropriate because the assessment should be a step to improve the quality of education through its results. In contrast to the previous assessment to evaluate student achievement individually, the national assessment is aimed at evaluating the mapping of inputs, processes, and learning outcomes (Sugiri & Priatmoko, 2020)
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