PENINGKATAN KEMAMPUAN GURU-GURU MATEMATIKA SMP DALAM MELAKSANAKAN ASSESSMENT FOR LEARNING DAN ASSESSMENT AS LEARNING
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
<p>Untuk meningkatkan kemampuan guru Matematika SMP di Kota Surakarta dalam melaksanakan <em>assessment for learning</em> (AfL) dan <em>assessment as learning</em> (AaL), pelatihan implementasi AfL dan AaL bagi guru-guru Matematika di Surakarta telah dilaksanakan. Pelatihan dilaksanakan secara baik pada kurun waktu 21 Agustus 2019 sampai dengan 18 September 2019 secara <em>in-on-in</em>. Kepada para peserta pelatihan diundang untuk memperoleh pengetahuan mengenai AfL dan AaL di Aula SMP Negeri 26 Surakarta. Setelah itu kepada para peserta dimohon untuk dapat mengimplementasikan AfL dan Aal di kelasnya masing-masing, kemudian menuliskan dan mengirimkan laporannya kepada tim instruktur paling lambat 11 September 2019. Kemudian, para peserta pelatihan diundang kembali di Aula SMP Negeri 26 Surakarta untuk mendiskusikan pelaksanaan AfL dan AaL yang telah dilakukannya. Dengan mendengkarkan laporan yang disampaikan dan diskusi di antara peserta, dapat disimpulkan bahwa para peserta pelatihan memperoleh pengetahuan yang baik mengenai AfL dan AaL dan telah dapat mengimplementasikannya di kelas dengan baik.</p><p>Almqvist, C. F., Vinge, J., Vakeva, L., &amp; Zanden, O. (2017). Assessment as learning in music education: The risk of “criteria compliance” replacing “learning” in the Scandinavian countries. <em>Research Studies in Music Education</em>. 39(1): 3 – 18.</p><p> </p><p>Ciobanu, M. (2014). In the midle: Whose learning is it way? Increasing students’s engage-ment through assessment as learning techniques. <em>OAME/AOEM Gazzete</em>. 16-21.</p><p> </p><p>Clarke, S. 2005. <em>Formative assessment in the secondary classroom</em>. London: Hodder Murray.</p><p> </p><p>Dann, R. (2017). Assessment as learning: blurring the boundaries of assessment and learning for theory, policy, and practice. <em>Assessment in Education: Principles, Policy &amp; Practice.</em> 21(2): 149 – 166.</p><p> </p><p>Direktorat Pembinaan Sekolah Menengah Pertama (DBSMP). (2017). <em>Panduan Penilaian oleh Pendidik dan Satuan Pendidikan untuk Sekolah Menengah Pertama</em>. Jakarta: Direktorat Pembinaan Sekolah Menengah Pertama.</p><p> </p><p>Earl, L. &amp; Katz, S. (2006). <em>Rethinking classroom assessment with purpose in mind</em>. Manitoba: Western and Northern Canadian Protocol for Collaboration in Education.</p><p> </p><p>Elbra-Ramsay, C. &amp; Backhouse, A. (2015). ‘So, you want us to do the marking?!’ – peer review and feedback to promote assessment as learning. <em>Journal of Pedagogic Development.</em> 5(1): 19 – 30.</p><p> </p><p>Gibbons, S.L. &amp; Kankkonen, B. (2011). Assessment <em>as</em> learning in physical education: Making assessment meaningful for secondary school students. <em>Physical &amp; Health Education</em>. 76(4): 6 – 12.</p><p> </p><p>Gupta, K. 2016. Assessment as Learning: Students learn, self-correct, and collaborate. <em>The Science Teacher</em>. 43 – 46.</p><p> </p><p>Lee, I. &amp; Mak, P. (2012). Assessment as learning in the classroom. <em>Assessment and Learning</em>. 3: 66 – 78.</p><p> </p><p>Sadeghi, K. &amp; Rahmati, T. (2017). Integrating assessment as, for, and of learning in a large-scale exam. <em>Assessing Writing</em>. 34. 50 – 61.</p><p> </p><p>Schneider, W. &amp; Artelt, C. 2010. Metacognition and mathematics education. <em>ZDM Mathematics Education</em>. 42. 149-161</p><p> </p><p>Stiggins, R. &amp; Chapuis, J. (2006). <em>What a difference a word makes: Assessment for learning rather than assessment of learning helps students succeed</em>. Tersedia di <a href="http://www.nsdc.org/library/publications/jsd">http://www.nsdc.org/library/publications/jsd</a>.</p><p> </p><p>Young, E. (2005). Assessment for Learning: Embedded and extending. Tersedia pada <a href="http://www.ltscotland.org.uk/assess/for/index.asp">http://www.ltscotland.org.uk/assess/for/index.asp</a>.</p>
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.017 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.009 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.001 | 0.007 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it