The Application of Informal Assessment of Core Competencies within Vocational High Schools

Soeprijanto Soeprijanto,Achmad Ridwan

doi:10.13189/ujer.2020.081068

Soeprijanto Soeprijanto, Achmad Ridwan

Open Access

https://doi.org/10.13189/ujer.2020.081068

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Abstract

This study aims to determine the extent to which teachers in Indonesian vocational high schools apply informal assessments to evaluate learning outcomes. The problems in this study are the development of using informal assessment across four competencies in vocational high schools, the main reasons for conducting this evaluation, and the data collection techniques in assessing students' skills informally. This study applies a survey method with a descriptive analysis to evaluate the application of informal assessment across the four keys: religious, social, knowledge, and skills competencies. The survey was conducted within 98 Schools, across 21 Indonesian Provinces, and included 183 teachers. The results show that, first, all the responding teachers apply informal assessment methods across all four competencies because of the school recommendations. Second, teachers used formal assessments to fulfill the data for students who are in trouble. The study also found that teachers have the highest tendency to apply informal assessment based on four competencies, which was religious for 76%. Finally, the study identifies that teachers favor observation checklists (80%) to gather informal assessment data. This study's contribution is to prove the implementation of informal assessment based on four competencies and the importance of this evaluation system towards vocational high school students' outcomes.

Highlights

Assessment is an integral part of learning evaluation
Based on the above background, this study explores five key areas: (1) The extent to which informal assessment is applied by vocational high school teachers in learning outcome’s assessment; (2) If there are any significant correlations between informal assessments for each of the four core competencies: religious, social, knowledge, and skills; (3) The main reasons vocational high school teachers conduct informal assessments; (4) The extent to which vocational high school teachers conduct informal assessment of the four core competencies; and (5) The data collection techniques used by vocational high school teachers when applying informal assessments
This study demonstrates that most vocational high school teachers apply informal assessments, and these assessments are applied across most subjects

Summary

Introduction

There are three key activities in learning evaluation: measurement, assessment, and evaluation. Assessment can be defined as all activities that teachers and students undertake to obtain information that can be used to change teaching and learning. This includes teacher observation and analysis of students’ work, including homework, tests, essays, reports, practical procedures, and classroom discussions. Assessment can be used to clarify teachers’ expectations of their students [2]. It can support the quality of teaching and learning and is an essential part of education [3]. Teachers establish criteria to grade students [4] and to define the assessment [2]

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