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1st Research Article
Title: Purpose of teachers' development model to authentic assessment by empowerment evaluation approach
Authors: Charin Charoenchai, Songsak Phuseeorn, Waro Phengsawat
Year: 2015
Research Link: https://files.eric.ed.gov/fulltext/EJ1078303.pdf
Highlighted Information from the Research Article:
The results of this study have shown that primary school teachers did not use authentic assessment results to develop learners. Therefore, those responsible for teachers’ training and development should encourage teachers to use assessment results to help develop students and that school administrators should specify that assessment results be used to improve learning and they must continually monitor teachers to make sure that it is carried out (Wongwanich, 2000).
To utilize teachers’ development model through authentic assessment, detailed plans and work scope must be specified to make it clear for teachers to implement. Plans must come from teachers’ consensus so that they feel they are stakeholders (Wonggom, 2004).
It is essential that teachers development researchers convince school administrators the need to provide adequate material support and facilities and that schools must bear responsibility and learn together with teachers, not abandoning teachers to learn and carry out evaluations on their own (Prawanphruek, 2004).
Empowerment evaluation approach needs teamwork. Before it is used for teachers development in authentic assessment, teachers must be trained to work cooperatively, democratically and with reasons (Fetterman, 1993).
It was found that teachers had high workloads in teaching and non-teaching activities. To effectively carry out a teachers development model, teachers should be encouraged to learn authentic assessment in synergy with other skills.
Empowerment evaluation approach stresses joint planning and problem-solving to create sustainable development. This approach can be applied in several teachers' development contexts including ideas, analysis, and written communication.
Title: Designing Affective Instrument Based on Scientific Approach for English Language Learning
Authors: Ira Maisarah, M.Zaim, Hermawati Syarif, Alwen Bentri
Year: 2018
Research Link: https://www.shs-conferences.org/articles/shsconf/pdf/2018/03/shsconf_gctale2018_00068.pdf
Highlighted Information from the Research Article:
Affective is not only affects the cognitive, but also affects the psychomotor domain. Harrow states that desire to move are commanded by attitude [6]. Thus, if the learner has no desire to move, then he will get nothing. So, in order that to force the students want to move, it needs a motivation. Moreover, the motivation itself is part of affective.
A teacher can use journal, interview, observation, self-assessment, and peer-assessment to assess the students’ affective.
First step in designing the instrument for affective assessment was doing need analysis.
It is expected that the instrument of affective assessment based on a scientific approach which has designed will be more comprehensive, easier or simple, effective, and useful in assessing students’ affective during the learning process.
Assessing affective domain is not easy, because the affective of someone can be changed time to time. Besides, the affective is something abstract and inner that can’t be seen by eyes. But, it doesn’t mean that the affective can’t be assessed.
Assessing affective is not a simple one, because a teacher infers the relationship between behaviours and what the students’ say.
The affective itself is the result of many complex factors such as previous experience, expectations of other, and consequences of a particular act.
Absolutely, in teaching and learning process, everything can be assessed. It needs the responsible of the teachers, being patient, and creative in carrying out the roles as the teachers.
Title: Development of Authentic Affective Assessment Instrument in High School Physics Learning
Authors: Rabiudin Ergouna, Enos Taruh, Mursalin
Year: 2018
Research Link:
Highlighted Information from the Research Article:
Through Affective assessment is the responsibility of all teachers in the school. Therefore, teachers should provide representative, comprehensive, and comprehensive assessment tools and tools for potential attitudes and behaviors that support children's learning achievement
Designing the achievement of affective learning goals is not as easy as cognitive and psychomotor learning. The educational unit should design the right learning activities for the purpose of affective learning can be achieved
In Physics Assessment, affective assessment can be done by using rating scale (rating scale) which in this case better known by the name of Likert scale. By using this scale of assessment, teachers can reveal the attitudes and interests of students to the subjects, teachers, learning atmosphere, school conditions and many other things.
At a glance, it can be seen that the structure of the affective domain is not as clear as the structure of the cognitive domain. The elements of the cognitive domain can be said hierarchical, meaning that one element is the absolute requirement for other elements, while the elements of the affective domain overlap, therefore it is not surprising that education is more oriented towards the cognitive domain because it is more easily formulated and assessed
Title: The Implementation of Affective Assessment For Islamic Education in High School 1 Pariangan
Authors: Muhammad Kristiawan, Adri Jumeldi, Syarwani Ahmad, Nova Asvio
Year: 2016
Highlighted Information from the Research Article:
For the target of the affective includes correctness, and the ability to solve problems logically and systematically, this domain is a domain that is shown by behavior relate to emotional such as feelings, values, interests, awareness, motivation, and attitude.
The goal of affective in learning as a means of cognitive goals is to developing interest and motivation [5]. Motivation is very important to learn and thus is one of the main ways in which the affective domain is used as a means of cognition. To increase the interest and motivation of the learnes is very important to giving attention for the situation of place to learn. Therefore, it can be concluded that the goal of achievement is the affective means to facilitate cognitive learning.
It can concluded that a learning process will not be success without any evaluation or assessment either the cognitive or psychomotor, affective
Affective learning or attitude is “concerned with how learners feel while they are learning, as well as with how learning experiences are internlized so they can guide the learner’s attitudes, opinion, and behavior in the future’