Learning Assessment in the Independent Curriculum
Keywords:
Diagnostic assessment, formative assessment, summative assessment, independent curriculumAbstract
An expansion of the 2013 Curriculum, the tailored curriculum is designed to maximize learning outcomes according to student needs. Utilize the assessment findings to inform the design of the lessons at the start, middle, and conclusion of the learning process. An overview of assessments that are often utilized in stand-alone courses is what this research attempts to give. Utilizing a qualitative descriptive approach, research materials are recorded, processed, and library data is gathered. According to research, self-paced courses utilize three different kinds of evaluations: formative, summative, and initial or diagnostic learning assessments. Cognitive diagnostic assessment and non-cognitive diagnostic evaluation are the two categories of diagnostic evaluation.
References
Arifin, S., Kartono, & Hidayah, I. (2018). The Analysis Of Problem Solving Ability In Terms Of Cognitive Style In Problem Based Learning Model With Diagnostic Assessment. Unnes Journal Of Mathematics Education Research, 7(1), 1–10.
Ditpsd.Kemdikbud. (2021). Kemendikbud Luncurkan Sekolah Penggerak. Direktorat Sekolah Dasar, Direktorat Jenderal Paud Dikdas Dan Dikmen.
Gronlund, N. E., & Linn, R. (1990). Measurement And Evaluation In Teaching. New York : Macmillan Publishing Company.
Indrastoeti, J., & Istiyati, S. (2017). Asesmen Dan Evaluasi Pembelajaran Di Sekolah Dasar (Edisi 1). Uns Press.
Kemdikbud. (2022). Perbandingan Kurikulum 2013 Dan Kurikulum Merdeka. Sistem Informasi Kurikulum Nasional, Pusat Kurikulum Dan Pembelajaran.
Kurka. (2022). Karakteristik Asesmen Kurikulum Merdeka, Jenis Dan Fungsinya Karakteristik Asesmen Kurikulum Merdeka, Jenis Dan Fungsinya. Kurikulum Merdeka, Pusat Pengembangan Kurikulum.
Matondang, Z., Djulia, E., Sriadhi, & Simarmata, J. (2019). Evaluasi Hasil Belajar. Yayasan Kita Menulis.
Nasution, S. W. (2022). Assesment Kurikulum Merdeka Belajar Di Sekolah Dasar. Prosiding Pendidikan Dasar, 1(1), 135–142.
Sufyadi, S., Lambas, Rosdiana, T., Rochim, F. A. N., Novrika, S., Iswoyo, S., Hartini, Y., Primadonna, M., & Mahardhika, R. L. (2021). Panduan Pembelajaran Dan Asesmen Jenjang Pendidikan Dasar Dan Menengah (Sd/Mi, Smp/Mts, Sma/Smk/Ma). Pusat Asesmen Dan Pembelajaran Badan Penelitian Dan Pengembangan Dan Perbukuan Kementerian Pendidikan Kebudayaan, Riset, Dan Teknologi.
Susilo. (2022). Ki Kd Kurikulum Merdeka / Capaian Pembelajaran Kurikulum Merdeka Cp Kurikulum Merdeka. Media. Education.
Warasini, N. P. (2021). Upaya Meningkatkan Kompetensi Guru Dalam Merancang Asesmen Diagnostik Melalui Kegiatan Webinar Pada Sekolah Binaan. Jurnal Inovasi, 7(7), 31–37.
Zamzani, I., Aditomo, A., Pratiwi, I., Sholihin, L., Hijriani, I., Utama, B., Anggraena, Y., Felicia, N., Simatupang, S. M., Djunaedi, F., Amani, N. Z., & Widiaswati, D. (2022). Naskah Akademik Sekolah Penggerak. Pusat Penelitian Kebijakan Badan Penelitian Dan Pengembangan Dan Perbukuan Kementrian Pendidikan Dan Kebudayaan.
