Assessment reform in Indonesia
Contextual barriers and opportunities for implementation
Bibliographic Data
| ID | 21485255 |
|---|---|
| Authors | Mohammad Arsyad Arrafii (0000-0003-4441-243X, Faculty of Culture, Management, and Business, Mandalika University of Education (Formerly Mataram Teacher Training and Education Institute), Mataram, Indonesia, corresponding author) |
| Year | 2023 |
| Volume | 43 |
| Issue | 1 |
| Pages | 79-94 |
| Publication date | 2023-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Asia Pacific Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0218-8791 • E-ISSN: 1742-6855 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02188791.2021.1898931 |
| OpenAlex | W3137676683 |
| Language | EN |
| Citations received | 4 |
| References cited | 33 |
This paper seeks to understand the contextual influences that were considered important for shaping teachers’ use of Assessment for Learning (AfL). Using the micro, meso and macro-level contextual framework, the content analysis of teachers’ propositions drawn from semi-structured interviews and three group discussions unveiled both internal and external-to-school factors. Internally, the factors were associated with the students, teachers, resources at school and admission issues. A lack of ongoing involvement and support from the government and parents was mentioned as an external determinant. Besides considering these influences as barriers to innovation, teachers reported some potential opportunities that enabled them to perform assessment innovation, but evidence for the barriers outweighed the opportunities, which led to the perception that the reform was difficult to carry out. This implies that teachers’ approach to the AfL initiatives would rely heavily on the shallow approach of implementation. The study recommends that the incremental approach to reform implementation and sustainable professional development would need to be promoted to address the implementation barriers
Business · Economics · Macro · Macro level · Pedagogy · Perception · Political science · Public relations · Computer Science · Educational Assessment and Improvement · Higher Education Learning Practices · Psychology · Student Assessment and Feedback
Developing a writing instruction model for primary schools based on ISM-Dematel to enhance students’ literacy competence
Unfolding the typology and quality of the learner agency practices in the teachers’ implementation of the 2013 curriculum in Indonesia
Voices from the classroom
The (Un)willingness to learn
Content analysis
Research Methods in Education
A socio‐cultural theorisation of formative assessment
Grounded Theory and Theoretical Coding
Developing the theory of formative assessment
Classroom assessment and pedagogy
On the definition of feedback
A systematic review of prerequisites for implementing assessment for learning in classroom practice
Assessment and Classroom Learning
Formative assessment and the design of instructional systems
Nested contexts that shape assessment for learning
An Introduction to Qualitative Research
Initial knowledge states about assessment
How teachers engage with Assessment for Learning
Foreign and second language anxiety
Your mum and dad can't teach you!’
Autonomy in language teaching and learning
Implementing, Embedding, and Integrating Practices
| Citations per year | 1.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |