Résumés
Abstract
This study explores teachers' experiences with and follow-up on large-scale diagnostic assessments in Indonesia, specifically the Indonesian Madrasah Competency Assessment (AKMI). A phenomenological approach within a qualitative methodology was adopted. Six 5th-grade teachers from an Indonesian Islamic Primary School participated. Data were collected through focus group discussions (FGDs). Data analysis was conducted in four steps: decontextualization, recontextualization, categorization, and compilation, to identify the content's underlying meanings. Key findings include: (1) teachers acquired administrative knowledge (e.g., test content management) and technical skills (e.g., student data management); (2) teachers' assessment understanding varied significantly but remained predominantly traditional rather than diagnostic; and (3) follow-up efforts primarily involved socialization and school programs, rather than instructional improvement. The study implies an urgent need to align assessment systems with classroom practice.
Keywords:
- Reflection,
- Continuous Professional Development,
- Teacher Professionalism,
- Islam School Context
Parties annexes
Bibliography
- Alhazmi, A. A., & Kaufmann, A. (2022). Phenomenological Qualitative Methods Applied to the Analysis of Cross-Cultural Experience in Novel Educational Social Contexts. Frontiers in Psychology, 13, 785134. https://doi.org/10.3389/fpsyg.2022.785134
- Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8–14. https://doi.org/10.1016/j.npls.2016.01.001
- Birenbaum, M., DeLuca, C., Earl, L., & ... (2015). International trends in the implementation of assessment for learning: Implications for policy and practice. Policy Futures in …, Query date: 2023-02-02 09:20:07. https://doi.org/10.1177/1478210314566733
- Bradshaw, L., & Levy, R. (2019). Interpreting probabilistic classifications from diagnostic psychometric models. Educational Measurement: Issues and Practice, 38(2), 79–88. https://doi.org/10.1111/emip.12247
- Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
- Clark, A. K., Nash, B., & Karvonen, M. (2022). Teacher Assessment Literacy: Implications for Diagnostic Assessment Systems. Applied Measurement in Education, 35(1), 17–32. https://doi.org/10.1080/08957347.2022.2034823
- Clark, A., Kobrin, J. L., Karvonen, M., & Hirt, A. (2023). Teacher use of diagnostic score reports for instructional decision-making in the subsequent academic year. Practical Assessment, Research, and Evaluation, 28(1), 6. https://doi.org/10.7275/pare.1255
- DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2016). Teacher assessment literacy: A review of international standards and measures. Educational Assessment, Evaluation and Accountability, 28(3), 251–272. https://doi.org/10.1007/s11092-015-9233-6
- Gotch, C. M., & McLean, C. (2019). Teacher outcomes from a statewide initiative to build assessment literacy. Studies in Educational Evaluation, 62, 30–36. https://doi.org/10.1016/j.stueduc.2019.04.003
- Guskey, T. R. (2020). The dark side of assessment literacy: Avoiding the perils of accountability. AASA Journal of Scholarship and Practice, 17(1), 7–15.
- Jackson, C. J. (2022). The utility of NAPLAN data: Issues of access, use and expertise for teaching and learning. In Australian Journal of Language and Literacy (Vol. 45, Issue 2, pp. 141–157). Springer. https://doi.org/10.1007/s44020-022-00009-z
- Kansas Department of Education. (2019). Assessment literacy project. https://www.k-state.edu/ksde/alp/
- Kusaeri, K., Dwisanti, C., Yanti, A., & ... (2022). Indonesian Madrasah Competency Assessment: Students’ numeracy based on age. Beta: Jurnal Tadris …, Query date: 2023-02-02 09:20:07. http://www.jurnalbeta.ac.id/index.php/betaJTM/article/view/558
- Lam, R. (2019). Teacher assessment literacy: Surveying knowledge, conceptions and practices of classroom-based writing assessment in Hong Kong. System, 81, 78–89. https://doi.org/10.1016/j.system.2019.01.006
- Li, T. (2019). The Use of Cognitive Diagnostic Modeling in the Assessment of Computational Thinking. In Purdue University (Issue August, p. 112). http://pstorage-purdue-258596361474.s3.amazonaws.com/16624208/Li.pdf
- Mandinach, E. B., & Gummer, E. S. (2016). What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions. Teaching and Teacher Education, 60, 366–376. https://doi.org/10.1016/j.tate.2016.07.011
- Michigan Assessment Consortium. (2020). Assessment learning modules. https://www.michiganassessmentconsortium.org/almodules/
- Millah, M. F., Jaenudin, R., Nurhayati, E., Mulyani, S., Nurmaulidah, E. F., & Nasrudin, D. (2022). AKMI: Initial knowledge, misconceptions, and readiness of madrasa teachers. International Conference on Madrasah Reform 2021 (ICMR 2021), Surabaya, Indonesia. https://doi.org/10.2991/assehr.k.220104.023
- Moustakas, C. (1994). Phenomenological research methods. SAGE Publications, Inc. https://doi.org/10.4135/9781412995658
- Pastore, S., & Andrade, H. L. (2019). Teacher assessment literacy: A three-dimensional model. Teaching and Teacher Education, 84, 128–138. https://doi.org/10.1016/j.tate.2019.05.003
- Schwandt, T. (2007). The SAGE Dictionary of Qualitative Inquiry. SAGE Publications, Inc. https://doi.org/10.4135/9781412986281
- Templin, J., & Bradshaw, L. (2013). Measuring the Reliability of Diagnostic Classification Model Examinee Estimates. Journal of Classification, 30(2), 251–275. https://doi.org/10.1007/s00357-013-9129-4
- Widhiarso, W., & Ridho, A. (2022). Validation of setting and design of multi-stage testing (MST) to portray students’ achievement on reading literacy in AKMI 2021. 6–10. https://doi.org/10.2991/assehr.k.220104.002
- Wisconsin Department of Public Instruction. (2019). Assessment literacy module. https://dpi.wi.gov/strategic-assessment/professional-learning
- Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.05.010
- Yamtim, V., & Wongwanich, S. (2014). A study of classroom assessment literacy of primary school teachers. Procedia - Social and Behavioral Sciences, 116(1), 2998–3004. https://doi.org/10.1016/j.sbspro.2014.01.696
- Zainiyati, H. S., & Suyitno, I. (2022). Implementation of technical guidance on the results of Indonesian Madrasah Competency Assessment 2021. 11–17. https://doi.org/10.2991/assehr.k.220104.003
- Zapata-Rivera, D. (Ed.). (2019). Score reporting research and applications. Routledge.