Teacher Assessment Research Articles

STAR Technique in the ABCD5E Learning Model to Improve Teacher Assessment Capability in Early Chilhood Education

Assessment is an inseparable part of the learning process. However, teachers in the ABCD5E learning model do not conduct assessments optimally. In the results of discussions and questionnaires, more than 65% found it difficult to conduct assessments. This encourages the creators of the ABCD5E learning model to find techniques to make it easier for PAUD teachers to conduct assessments with the ABCD5E learning model. The creator of the ABCD5E learning model adopted the STAR technique from DDI. The purpose of this research is to determine the effectiveness of the STAR Technique (Situation, Task, Action, and Result) in learning with the ABCD5E model to improve PAUD teachers' assessment skills. The research method used was experimental, using a Pretest-Posttest Control Group Design. The results showed an increase in the ability of teachers to conduct assessments using the STAR technique in the implementation of the ABCD5E learning model.

Student self-regulated learning in teacher professional vision: Results from combining student self-reports, teacher ratings, and mobile eye tracking in the high school classroom

Teacher professional vision as a concept is gaining importance in research on teaching, and recently models for studying teacher professional vision and student self-regulated learning (SRL) have been proposed. There are interview and video intervention studies investigating teacher professional vision for SRL, but no real-life classroom research so far. This study investigated the role of student SRL behaviour, as it was reported by students themselves and teachers, in teacher attention distribution as part of teacher professional vision. Ten teachers and their 158 students at high school level in Lithuania took part in the research. The first step of the study resulted in identifying four student SRL-profiles, which differed based on student level of SRL and the extent to which teacher and student assessments coincided: mixed lower-regulated, mixed higher-regulated, systematic lower-regulated, systematic higher-regulated. The profiles demonstrated only a partial overlap in teacher and student judgement of student SRL. The second step of the study explored whether scores of students’ SRL from student and teacher reports were related to teachers’ distribution of visual attention in one lesson. The results showed that only one teacher rating scale of student information-seeking behaviour had a slight correlation with teacher attention. The results imply rather bottom-up trends in teacher attention to students in the classroom when it comes to SRL. Besides, the study results highlight the not directly observable nature of SRL processes and imply a difficulty for teachers to assess student SRL.

Who is really an excellent university student and how to identify them? A development of a comprehensive framework of excellence in higher education

This paper addresses the need for a more comprehensive framework of excellence in higher education, which goes beyond academic achievement alone, placing emphasis on its integration with personal characteristics, and acknowledging the diversity in the student population. Two research studies were conducted to establish this comprehensive framework. The pilot study aimed to offer a conceptual definition of the excellent university student according to the perceptions of the academic community. The study, which involved 26 teachers and 159 students, was informed by teacher interviews, student essays, and focus group discussions. The established conceptual framework of excellence was based on a subset of essential attributes that could be embodied by a real student. The conceptual framework comprises facets of expertness, proactive learning, and being a good person organised within the dimensions of educational and personal excellence. It is complemented by academic achievement and underpinned by genuine study motivation. Building upon the findings of the pilot study, the main study aimed to develop and implement a systematic procedure for identifying excellent students. The study, which involved 53 teachers and 112 students, was based on a multisource assessment of multiple contextually relevant criteria of excellence. The identification procedure involved three phases: teacher nomination and assessment, academic achievement assessment, and peer assessment. As a result, 10 excellent students were identified who met all the conceptual criteria of excellence. In conclusion, this paper presents a comprehensive conceptual and methodological framework for defining and identifying excellent university students, grounded in both theoretical principles and empirical findings.

Pengembangan Bahan Ajar Teks Eksplanasi Berbantuan Aplikasi Canva Pada Siswa Kelas VIII

This research aims to, (1) determine the process of developing teaching materials explanatory text assisted by the Canva application, (2) describes the shape development of explanatory text teaching materials assisted by the Canva application, (3) measuring the feasibility of developing assisted explanatory text teaching materials Canva application for class VIII students. This research uses samples as many as 30 students in class VIII-3 at SMP Al-Washliyah 30 Sukoharjo Medan with the research and development (R&D) method developed by Sugiyono 2017 with stages of potential and problems, data collection, design product, product validation, product revision, and product testing. Instruments that used inthis research is the Likert scale on the material validation questionnaire, media, teacher assessment, and student responses. The research results show that Explanatory text teaching materials assisted by the Canva application for class VIII SMP students including the "very good" criteria which can be seen from the validation of the material to obtain a score 94.25% in the "very good" category, media validation received a score of 95% with the "very good" category, and the teacher's assessment of the subject area received a score 97.5% in the "very good" category. Therefore it can be concluded that Explanatory text teaching materials assisted by the Canva application are suitable for use in the learning process.

The essential role of teacher self-efficacy and enthusiasm for differentiated instruction

This study examines which professional characteristics may help elementary school teachers (N = 489) to implement differentiated instruction (DI). Regression models showed that teacher self-efficacy and enthusiasm are positively associated with teacher-reported DI aimed at students with different achievement levels, and at high achievers only. Teacher assessment activities during lesson planning were positively associated with DI for all achievement levels, but not for high achievers; they were more closely linked with DI when teachers reported higher enthusiasm and self-efficacy. These results suggest that teacher educators can foster DI by strengthening teacher self-efficacy and enthusiasm in addition to assessment activities during lesson planning.

Studi Komparatif Terkait Kompetensi Guru di Negara Finlandia dan Indonesia

: Etymologically, comparative education means comparing two or more educational systems and studying procedures or procedures. It is not surprising that the term "comparative education" is often combined with "comparative education", because both words have the same meaning. In comparative studies we can compare various problems related to teaching strategies, facilities and infrastructure, curriculum and the academic results of students. Therefore, this article aims to discuss in more depth comparative studies regarding the quality of education in Indonesia and Finland. The research method used in writing this article is a qualitative method with data collection and analysis techniques carried out by searching for literature studies through several books and scientific articles as well as other trusted sources. In conclusion, the comparative study between the Indonesian and Finnish education systems shows the importance of educational policies and systems that support the overall development of teacher competency to improve the quality of education. There are several main differences between teacher assessment systems, namely teacher qualifications, assessment methods and educational focus.

Developing Android-based Disabled Data Information System to List Students with Disabilities (SIDABEL)

Manually registering the disabled population in riverbank areas is time-consuming and error-prone. This research aimed to develop an Android-based application for efficient and effective data collection of the disabled population. Using the ADDIE design within the Research and Development (RD) framework, participants included six teachers from Paramita Graha B/C Special School, ten teachers from Public Special School 3 Banjarmasin, twelve teachers from Harapan Bunda Special School, and ten Banua Anyar sub-district officers. Data collection involved interviews, questionnaires, and documentation, analyzed through both quantitative and qualitative methods. The study identified the needs of teachers and sub-district officers, guiding the development of the Disabled Data Information System (SIDABEL) application. The application’s feasibility was validated with average scores of 3.71 from material experts and 3.63 from media experts, indicating it was appropriate with revisions. Teacher assessments rated the application 3.81, 3.94, and 3.63 from Paramita Graha, Public Special School 3 Banjarmasin, and Harapan Bunda, respectively, categorizing it as good with some suggestions for improvement. After revisions, sub-district officers tested the application, resulting in a final score of 4.55 in the very good category. The SIDABEL application addresses inefficiencies and errors in manual data collection, leading to high user satisfaction and effectiveness in its final iteration. Further research should explore broader implementations and continuous improvements. The Android-based SIDABEL application significantly enhances the efficiency and accuracy of data collection for the disabled population in riverbank areas.

Assessment of Early Childhood Teachers' Competencies for Care and Education of Toddlers

Contemporary trends in the education and care of toddlers shed light on the specific competencies of early childhood teachers. The aim of this empirical qualitative study with elements of a comparative approach is to investigate, look at and understand the perspective of early childhood teachers about their own competencies for working in toddler groups in kindergartens in Bosnia and Herzegovina and in the Republic of Slovenia. We collected the data needed for the research in 2022 from 91 respondents using a self-created structured online interview in written form. Through the thematic analysis of the content of respondents' answers and the theoretical setting of the concept of early childhood teachers' competencies, nine categories of difficulties and six categories of advantages related to their competencies were distinguished. The findings of this study point to the fact that early childhood teachers for toddlers do not assess their own competencies as optimally developed.

PERCEPTIONS, PRACTICES, AND ASSESSMENT LITERACY NEEDS OF EFL TEACHERS: ENHANCING READING LITERACY INSTRUCTION UNDER AKM POLICY

Since the discontinuation of national examinations (UN) in 2020, the Indonesian Government introduced the Minimum Competency Assessment (Asesmen Kompetensi Minimum-AKM) to assess students' fundamental abilities. Consequently, teachers are pivotal in integrating AKM-based reading literacy questions to enhance students' reading skills. This study aims to explore teachers' perceptions, practices, and assessment literacy needs concerning teaching and assessing students' reading literacy based on AKM. Ten EFL junior high school teachers participated in interviews. Findings revealed varying perceptions among teachers regarding AKM. While some supported the policy for its positive impact on students and learning, others doubted its effectiveness for certain reasons. In terms of teaching and assessment practices, most teachers partially integrate the three components of AKM reading literacy into their classrooms. They also utilize various stimuli and question types similar to those in AKM, yet complex multiple-choice assessments are underutilized. Lastly, teachers expressed diverse literacy assessment needs, including strategies for teaching reading, designing critical reading questions, creating stimulus materials, gaining AKM knowledge, enhancing student interest in reading, and identifying intended learning outcomes to improve their teaching and evaluation of students' literacy.

Peran Guru PAI dalam Menumbuhkan Rasa Cinta Tanah Air Pada Siswa Mts Arrabi Tamansuruh

This research aims to examine the role of PAI teachers in fostering a sense of love for the homeland and PAI Teacher Assessment in forming the character of patriotism in students at MTS Arrabi Tamansuruh. The method used is descriptive qualitative research. Three data collection techniques applied in this research include interviews, observation, and documentation. The research was conducted at MTS Arrabi Tamansuruh. Data were analyzed using interactive analysis methods. The research results show that PAI teachers have an important role in helping students develop a sense of love and pride for their homeland, as well as preparing them to become responsible citizens and make positive contributions to nation-building.

Assessment of Teachers’ Knowledge and Practices on Laboratory Waste Disposal

In alignment with the United Nations Sustainable Development Goals 2030 (UN SDGs 2030), which emphasise the importance of ensuring education inclusivity and quality for all, this study investigated the quality of education in the context of science teachers’ knowledge and practice related to laboratory waste disposal. Understanding the critical role that science teachers have in fostering a safe and sustainable learning environment, the research focused on the gap between the awareness and application of proper laboratory waste management techniques. Filling this gap is imperative not only for the well-being of the school community but also for the contribution to the broader goals of sustainable development outlined in the UN SDGs 2030. Consequently, this study assessed teachers’ knowledge and practice in handling laboratory waste disposal. As a qualitative research, this study used a phenomenological design with semi-structured interviews using open-ended questions to gather data from 20 public science teachers from Santa Rosa City and Cabuyao City in Laguna Province as respondents. Regarding teachers’ knowledge, three themes emerged, namely: (1) recycling techniques, (2) waste segregation and disposal, as well as (3) treatment of laboratory waste. However, the majority of science teachers admit that they have limited knowledge of how laboratory waste should be disposed of. They tended to apply basic knowledge of waste management that they already knew, despite being aware that laboratory waste should be treated differently from solid waste generated by our offices at schools. Teacher’s practice on laboratory waste disposal involved three steps, including identification, segregation of laboratory waste, and laboratory waste management disposal. Unfortunately, all were found to be inadequate to maintain proper laboratory waste disposal at schools. Hence, this study highlights the need to enhance awareness and facilitate training on laboratory waste disposal among teachers in public schools. Specific training and education on laboratory waste management, treatment, and disposal are essential for teachers in public schools who work in laboratory settings. Regular monitoring and evaluations of teachers’ laboratory waste disposal practices should also be implemented to ensure that they adhere to the proper procedures

Pengimplemantasian Manajemen Mutu Pendidikan di SMA Negeri 2 Plus Panyabungan

This research aims to describe the implementation of education quality management at SMA Negeri 2 Plus Panyabungan, Mandailing Natal Regency. This research uses a descriptive method with a qualitative approach. The main respondents consisted of the Deputy Principal and several relevant teachers. Data was collected through observation, interviews and documentation, including the use of school social media as an additional source. This research found that quality management planning at SMA Negeri 2 Plus Panyabungan involved all parties in the organization, from leadership to subordinate staff, in formulating the school's vision, mission and goals. Implementation of quality management uses Total Quality Management (TQM) principles, such as focusing on customers (students and parents), continuous improvement, and a data-based approach. The PDCA (Plan-Do-Check-Act) model is also applied as a systematic approach to improving the educational process. The research results show that the implementation of education quality management is very important in facing the challenges of globalization and technological developments. Effective integrated quality management can improve the quality of education, producing graduates who are academically competent and ready to face the dynamics of the world of work. Therefore, this study provides recommendations to policy makers and education observers to improve the quality of education through integrated and sustainable quality management. In evaluating SMA Negeri 2 Plus Panyabungan, it is the principal who carries out the assessment of teachers, namely in accordance with the SKP or assessment performance standards.

Teachers’ Technology Leadership: An Assessment of Postgraduate Pre-service Teachers’ Perceptions based on NLP-augmented Qualitative Analysis

Qualitative analysis has been used to assess teachers’ technology leadership practice. However, it is not easy for qualitative researchers to reduce biases in the big data era, with issues such as big qualitative data and the complexity of data analysis. To achieve a more efficient and effective research, Natural language processing (NLP) can be a potential approach to address these methodological challenges. Since there was no study integrating qualitative analysis with NLP in this area, this study utilized an NLP-augmented qualitative analysis, which begins with qualitative data analysis then followed by NLP analysis in the design, for the assessment of teachers’ technology leadership practice. 133 postgraduate pre-service teachers in a Chinese normal university were selected to respond the open-ended question. Qualitative analysis was first conducted based on the ISTE-E standards, through categorizing codes into learners, leaders, citizens, collaborators, designers, facilitators, and analysts. NLP analysis, based on text preprocessing (including tokenization, part-of-speech tagging, and removing stop-words), feature extraction with the Term Frequency-Inverse Document Frequency (TF-IDF) algorithm, and sentence selection and assembly, was utilized to triangulate the qualitative results. The NLP-augmented qualitative analysis results revealed that teacher educators can practice technology leadership based on the ISTE-E standards to support students’ technology integration.

Automatic question-answer pairs generation using pre-trained large language models in higher education

The process of manually generating question and answer (QA) pairs for assessments is known to be a time-consuming and energy-intensive task for teachers, specifically in higher education. Several studies have proposed various methods utilising pre-trained large language models for the generation of QA pairs. However, it is worth noting that these methods have primarily been evaluated on datasets that are not specifically educational in nature. Furthermore, the evaluation metrics and strategies employed in these studies differ significantly from those typically used in educational contexts. The present discourse fails to present a compelling case regarding the efficacy and practicality of stated methods within the context of higher education. This study aimed to examine multiple QA pairs generation approaches in relation to their performance and the efficacy and constraints within the context of higher education. The various approaches encompassed in this study comprise pipeline, joint, multi-task approach. The performance of these approaches under consideration was assessed on three datasets related to distinct courses. The evaluation integrates three automated methods, teacher assessments, and real-world educational evaluations to provide a comprehensive analysis. The comparison of various approaches was conducted by directly assessing their performance using the average scores of different automatic metrics on three datasets. The results of the teachers and real educational evaluation indicate that the assessments generated were beneficial in enhancing the understanding of concepts and overall performance of students. The implications of the findings from this study hold significant importance in enhancing the efficacy of QA pair generation tools within the context of higher education.

Omicron Variant of COVID-19 Pandemic as Correlates of Periods Allocation of Basic Science Curriculum Implementation in Junior Secondary Schools in Nigeria

This study investigated the Omicron Variant of the COVID-19 pandemic as a correlate of Periods Allocation of Basic Science Curriculum in Junior Secondary Schools in Ekiti State. The research procedure involves descriptive research of survey type. Participants were 320 Basic Science students who were randomly selected across four Local Government areas in Ekiti State. Data were collected with the instruments titled Implementation of “Basic Science Curriculum Questionnaire (IBSC) and Teachers Assessment Questionnaire (TAQ).” The reliability of the instruments was determined through Cronbach Alpha, and this yielded a correlation coefficient of 0.74 and 0.78 for IBSCQ and TAQ, respectively at 0.05 level of significance. Descriptive statistics such as frequency count, percentages, means, graphs and standard deviation were used to analyse the data. The results revealed that the Omicron Variant of the COVID-19 Pandemic affects enough periods on the school timetable for the implementation of the Basic Science curriculum.

A Probe into the Impact of Teachers Assessment on Students Engagement in EFL Learning : Views From EFL School Teachers

A Probe into the Impact of Teachers Assessment on Students Engagement in EFL Learning : Views From EFL School Teachers

Assessment of preservice physics teachers’ knowledge of student understanding of force and motion

In physics education, a number of studies have developed assessments of teachers’ knowledge of student understanding (KSU) of specific physics concepts with modified versions of existing concept inventories, in which teachers were asked to predict the popular incorrect answers from students. The results provide useful but indirect information to make inferences about teachers’ knowledge of the misconceptions that students may be using in answering the questions. To improve the assessment of teachers’ KSU, a new instrument is developed using a three-tier item design. The items were adapted from 17 questions from the Force Concept Inventory on force and motion. Each item was designed in three tiers, with tier 1 asking for teachers’ own answers to the question to test their content knowledge, tier 2 asking for teachers’ predictions of popular students’ incorrect answers, and tier 3 asking for teachers’ explanations of students’ incorrect answers in an open-ended form. The three-tier design captures teachers’ content knowledge, predictions, and explanations in a single item to allow explicit measures of teachers’ own content knowledge and their KSU on students’ misconceptions. The instrument was validated with preservice physics teachers, who were master-level graduate students in a normal university in China. The assessment results also suggest that the preservice teachers’ KSU of force and motion was only moderately developed, and their content knowledge was uncorrelated with their KSU. In addition, a four-level progression scale of KSU was also developed, which categorized the preservice teachers into five proficiency groups. Published by the American Physical Society 2024

Empowering First-Grade Students’ Learning: Enhancing Education Through English E-Storybooks Aligned with The Emancipated Curriculum

This research explores the development of English e-storybooks integrated with the Emancipated Learning curriculum for first-grade students at SDN 3 Banjar Jawa. Following the Design and Development (D&D) model, specifically the ADDE (Analyze, Design, Development, and Evaluation) framework, the study employs a mixed-method approach, combining qualitative and quantitative analyses. The research addresses the dearth of supplementary materials and the limited use of e-storybooks in the context of Emancipated Learning. The process involves a systematic analysis of needs, the design of a comprehensive blueprint, the development of e-storybooks, and an evaluation based on expert judgment, teacher assessments, and student feedback. The results indicate that the developed e-storybooks align with curriculum objectives and exhibit excellence in material development principles. The findings emphasize the potential of e-storybooks in enhancing language skills and supporting 21st-century learning principles. The research contributes valuable insights for educators, researchers, and curriculum developers interested in creating effective digital resources tailored to specific educational contexts.

School Learning Management Influencing the Students’ Satisfaction on Online Learning in a University in Jiangsu Province

This study intends to determine the school learning management influencing the satisfaction of students in the online learning in China. Now that the world is continuously healing and being under control from the virus, many schools initiated the return to the face- to- face encounter of teachers and students. However, students are still finding themselves more familiar with learning through live streams or videos. Educators are also looking for ways to engage their students online with the new digital shift in traditional classes, thus driving the fundamental mind shift to e-Learning. This study focuses on how the school is managing the online learning. Specifically, this study will determine if there is a significant difference in the assessment of teachers on the status of school learning management on online learning in terms: online materials, online assessment and feedbacks, online interactions and related online supports. The study will also describe the satisfaction of students on online learning in terms of: perceived ease of use, perceived usefulness, computer self- efficacy, and satisfaction. The findings of the study will serve as the basis for proposing school management program to improve the delivery of online learning.

Is the magic in the mix? The development and validation of the L2 teachers’ blended assessment literacy scale

Blended learning environments demand teachers possessing a high level of assessment literacy, as they play a crucial role in facilitating students' second language (L2) learning outcomes and overall well-being. However, a notable research gap exists in understanding L2 teacher assessment literacy within the blended learning context, further exacerbated by the scarcity of valid assessment instruments tailored specifically to investigate L2 teachers' assessment literacy for blended learning. To address this gap, the present study undertook the development and validation of the L2 Teachers' Blended Assessment Literacy Scale (L2TBALS). The study involved 614 L2 teachers from China, divided into two sub-samples. The first sample underwent exploratory factor analysis (EFA), which revealed a robust four-factor solution comprising Knowledge, Attitude, Practice, and Socio-emotional management. Confirmatory factor analysis (CFA) with the other sample of 307 L2 teachers confirmed the scale's structure and sub-scales, establishing the final 40-item L2TBALS as a psychometrically reliable and valid instrument for measuring self-reported L2 teachers' blended assessment literacy. These findings have practical implications for teachers and teacher education programs, as well as broader implications for assessment literacy research.