國立虎尾科技大學 |

Language Assessment Literacy and Formative Assessment in Indonesian EFL Education : = A Study of Assessment Policy, Teaching Materials, and Teacher Practices Under Kurikulum Merdeka = Literasi Asesmen Bahasa dan Asesmen Formatif dalam Pendidikan Bahasa Inggris di Indonesia : Sebuah Studi Mengenai Kebijakan Asesmen, Materi Pengajaran, dan Praktik Guru dalam Kurikulum Merdeka.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Language Assessment Literacy and Formative Assessment in Indonesian EFL Education :/
其他題名:	A Study of Assessment Policy, Teaching Materials, and Teacher Practices Under Kurikulum Merdeka = Literasi Asesmen Bahasa dan Asesmen Formatif dalam Pendidikan Bahasa Inggris di Indonesia : Sebuah Studi Mengenai Kebijakan Asesmen, Materi Pengajaran, dan Praktik Guru dalam Kurikulum Merdeka.
其他題名:	Literasi Asesmen Bahasa dan Asesmen Formatif dalam Pendidikan Bahasa Inggris di Indonesia :
作者:	Clifton, Grant Joseph.
面頁冊數:	1 online resource (135 pages)
附註:	Source: Masters Abstracts International, Volume: 85-01.
Contained By:	Masters Abstracts International85-01.
標題:	Educational evaluation. -
電子資源:	click for full text (PQDT)
ISBN:	9798379846848

Language Assessment Literacy and Formative Assessment in Indonesian EFL Education : = A Study of Assessment Policy, Teaching Materials, and Teacher Practices Under Kurikulum Merdeka = Literasi Asesmen Bahasa dan Asesmen Formatif dalam Pendidikan Bahasa Inggris di Indonesia : Sebuah Studi Mengenai Kebijakan Asesmen, Materi Pengajaran, dan Praktik Guru dalam Kurikulum Merdeka.
Clifton, Grant Joseph.

Language Assessment Literacy and Formative Assessment in Indonesian EFL Education :A Study of Assessment Policy, Teaching Materials, and Teacher Practices Under Kurikulum Merdeka = Literasi Asesmen Bahasa dan Asesmen Formatif dalam Pendidikan Bahasa Inggris di Indonesia : Sebuah Studi Mengenai Kebijakan Asesmen, Materi Pengajaran, dan Praktik Guru dalam Kurikulum Merdeka.Literasi Asesmen Bahasa dan Asesmen Formatif dalam Pendidikan Bahasa Inggris di Indonesia :Sebuah Studi Mengenai Kebijakan Asesmen, Materi Pengajaran, dan Praktik Guru dalam Kurikulum Merdeka. - 1 online resource (135 pages)

Source: Masters Abstracts International, Volume: 85-01.

Thesis (M.A.)--University of Maryland, Baltimore County, 2023.

Includes bibliographical references

English education in Indonesia has long been subjected to a centralized education system characterized by large-scale summative testing. However, in recent years, the Indonesian government has made significant strides towards decentralizing the education system. As one of the major decentralization efforts, the Indonesian Ministry of Education and Culture (Kemendikbud) implemented a new national curriculum titled Kurikulum Merdeka. Translated as either "Freedom Curriculum" or "Independent Curriculum," Kurikulum Merdeka places increased emphasis on teacher autonomy, student-centered teaching, and formative assessment. It remains unseen, however, if teachers are prepared for this shift. This thesis investigates the extent to which Kurikulum Merdeka supports language assessment literacy (LAL) and formative assessment practices and to which it aligns with secondary school English teachers' language assessment training needs and practices. It combines qualitative analysis of assessment policy, curriculum documents, and English subject materials with quantitative analysis of teachers' self-reported language assessment training needs and formative assessment practices. The results demonstrate that although both LAL and formative assessment are well-supported throughout Kurikulum Merdeka and its English subject materials, several key assessment concepts could receive more attention, including some in which teachers reported a need for more training. The results of this thesis can inform Kemendikbud in providing guidance and assessment training to English teachers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379846848Subjects--Topical Terms:

555501
Educational evaluation.
Subjects--Index Terms:

CurriculumIndex Terms--Genre/Form:

554714
Electronic books.

Language Assessment Literacy and Formative Assessment in Indonesian EFL Education : = A Study of Assessment Policy, Teaching Materials, and Teacher Practices Under Kurikulum Merdeka = Literasi Asesmen Bahasa dan Asesmen Formatif dalam Pendidikan Bahasa Inggris di Indonesia : Sebuah Studi Mengenai Kebijakan Asesmen, Materi Pengajaran, dan Praktik Guru dalam Kurikulum Merdeka.
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504 $a Includes bibliographical references
520 $a English education in Indonesia has long been subjected to a centralized education system characterized by large-scale summative testing. However, in recent years, the Indonesian government has made significant strides towards decentralizing the education system. As one of the major decentralization efforts, the Indonesian Ministry of Education and Culture (Kemendikbud) implemented a new national curriculum titled Kurikulum Merdeka. Translated as either "Freedom Curriculum" or "Independent Curriculum," Kurikulum Merdeka places increased emphasis on teacher autonomy, student-centered teaching, and formative assessment. It remains unseen, however, if teachers are prepared for this shift. This thesis investigates the extent to which Kurikulum Merdeka supports language assessment literacy (LAL) and formative assessment practices and to which it aligns with secondary school English teachers' language assessment training needs and practices. It combines qualitative analysis of assessment policy, curriculum documents, and English subject materials with quantitative analysis of teachers' self-reported language assessment training needs and formative assessment practices. The results demonstrate that although both LAL and formative assessment are well-supported throughout Kurikulum Merdeka and its English subject materials, several key assessment concepts could receive more attention, including some in which teachers reported a need for more training. The results of this thesis can inform Kemendikbud in providing guidance and assessment training to English teachers.
520 $a Pendidikan bahasa Inggris di Indonesia telah lama terkena dampak negatif dari sistem pendidikan yang bersifat tersentralisasi dan dan berpusat pada pengujian skala besar. Namun, sebagai salah satu upaya untuk mendesentralisasi sistem pendidikan Indonesia, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi (Kemendikbud) menerapkan Kurikulum Merdeka. Kurikulum ini mengutamakan asesmen formatif dan pembelajaran yang berpusat pada murid sera memberikan lebih banyak kebebasan kepada guru dalam merancang metode pengajaran dan asesmen. Namun, belum terlihat jika para guru bahasa Inggris siap menghadapi peralihan ini. Skripsi ini menginvestigasi sejauh mana kurikulum ini mendukung literasi asesmen bahasa (language assessment literacy) dan praktik asesmen formatif serta seberapa sesuai dengan kebutuhan pelatihan asesmen bahasa dan praktik asesmen formatif para guru bahasa Inggris sekolah menengah. Penelitian ini menggabungkan analisis kualitatif terhadap kebijakan asesmen, dokumen kurikulum, dan sarana mata pelajaran bahasa Inggris dengan analisis kuantitatif terhadap pelatihan asesmen bahasa dan praktik guru. Hasil penelitian ini menunjukkan bahwa secara keseluruhan, Kurikulum Merdeka memfasilitasi literasi asesmen bahasa dan praktik asesmen formatif dengan baik. Akan tetapi, beberapa konsep literasi asesmen bahasa perlu diberikan perhatian lebih, termasuk beberapa di antaranya yang ditandai di survei pelatihan asesmen bahasa sebagai konsep di mana guru-guru yang berpartisipasi dalam penelitian ini masih membutuhkan pelatihan. Hasil penelitian ini dapat membantu Kemendikbud dalam menyediakan bimbingan dan pelatihan asesmen kepada para guru bahasa Inggris.
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