Archipelago Educators Meeting XIII
Contextually Based Collaborative Summative Assessment, Literacy and Numeracy is a form of collaboration between subject teachers in conducting summative assessments. The aim is also to train students' literacy and numeracy skills by familiarizing students with contextual literacy and numeracy questions..
Pay attention to the results of the year's education report 2021 at UPT SMAN 6 Wajo shows that students' numeracy abilities are still below the minimum competency, namely in numbers 1,68. This is different from literacy skills which are already at levels above minimum competency, but it's still in the numbers 2,1. Of course this is a concern for school stakeholders. As a teacher, The results of the assessment become my reflection on the learning process that takes place in class. Students who are not familiar with the literacy and numeracy model questions feel "shocked" when taking the Computer-Based National Assessment. The questions they often get in the learning process are only routine questions that sometimes repeat themselves every year. So, It is necessary to familiarize students with contextual questions based on literacy and numeracy. This is where the teacher's role is in creating habituation the, Teachers should design learning and assessment that is contextual and oriented towards literacy and numeracy.
Learning assessments are expected to measure the aspects that should be measured and are holistic in nature. Summative assessments are carried out by teachers to ensure the achievement of all learning objectives. This innovation is a form of reform in assessing student learning outcomes. The summative assessment is carried out using contextual questions on the literacy and numeracy model. The challenge that arises is that some teachers are not used to preparing contextual questions on literacy and numeracy models. So far, subject teachers only make routine questions in both multiple choice and essay form. That's why, A workshop was conducted to improve teachers' abilities in compiling non-routine questions and collaborating with several subject teachers whose learning objectives coincided with carrying out collaborative assessments using 1 question script. The focus of the contextual-based assessment of the literacy and numeracy model is to measure logical-systematic thinking skills, Reasoning skills using concepts and knowledge that have been learned, Skills in sorting and selecting and processing the information obtained based on the learning objectives of each subject.
At the preparation stage in carrying out good practices of Contextually Based Collaborative Summative Assessment, Literacy, and Numeracy at UPT SMAN 6 Wajo is holding a workshop on preparing contextually based summative assessment questions on the numeracy literacy model which aims to train teachers in understanding the competencies and components of literacy and numeracy questions, and teachers are able to make contextual questions of literacy and numeracy models. Next, The teacher discusses and collaborates with several other subject teachers in preparing the assessment question script. In the collaboration process, consists of two, three or more subjects use question scripts (discourse) the same so that the number of test points followed by students is not too much. Although there are still subjects that stand alone because of the difficulty in finding learning objectives that are compatible with other subjects to be used 1 question script. However, questions that are compiled are also literacy and numeracy models. At the implementation level, Once the assessment questions are ready, the next step is to prepare a schedule for the Final Summative Assessment of the Odd Semester of the Academic Year 2022/2023. From the results of subject teacher collaboration, specifically at class X level, there are several shared question papers including Mathematics subjects, Physics, Economy, and in Bugis 1 question script. Chemistry, Sociology, and Indonesian is also deep 1 question script. Civics and History subjects in 1 question script, as well as Indonesian and English in 1 question script. At the final stage, Good practices carried out always require reflection to improve follow-up improvements. Kegiatan refleksi memberi ruang kepada kita untuk melihat kembali apa yang telah dilakukan, apa yang sudah baik, apa yang perlu diperbaiki. Salah satu murid memberi respon bahwa asesmen kali ini berbeda, tidak hanya memaksa murid untuk menghafal tapi melatih murid untuk berbikir memecahkan persoalan yang ada dalam soal asesmen.
Hasil yang diperoleh setelah melaksanakan praktik baik ini adalah murid mendapat pengalaman berbeda dalam mengikuti ujian, jika biasanya setiap mata pelajaran membuat soal sendiri-sendiri sehingga banyak mata ujian yang diikuti murid, maka pada asesmen kolaboratif ini menggunakan naskah soal bersama oleh 2 atau lebih mata pelajaran. So that, jumlah mata ujian tidak terlalu banyak dan soal-soal yang disusun sifatnya kontekstual dengan kehidupan sehari-hari murid. Murid mengalami habituation (pembiasaan) in solving everyday contextual problems with literacy and numeracy skills so that this is expected to improve students' literacy and numeracy skills. This is in line with the Merdeka Belajar Episode 2 – 22 released by the Ministry of Education and Culture, Research and Technology regarding the transformation of state university entrance selection. One of the things that has changed is the test component of the National Selection (SNBT) in the form of a Scholastic Test that measures 4 thing, namely cognitive potential, mathematical reasoning, literacy in Indonesian, and literacy in English. Besides that, This good practice also increases teachers' ability and collaboration in compiling contextual questions on literacy and numeracy models.
Contextually Based Collaborative Summative Assessment, Literacy and Numeracy is a form of collaboration between subject teachers in conducting summative assessments. The aim is also to train students' literacy and numeracy skills by familiarizing students with contextual literacy and numeracy questions..
Pay attention to the results of the year's education report 2021 at UPT SMAN 6 Wajo shows that students' numeracy abilities are still below the minimum competency, namely in numbers 1,68. This is different from literacy skills which are already at levels above minimum competency, but it's still in the numbers 2,1. Of course this is a concern for school stakeholders. As a teacher, The results of the assessment become my reflection on the learning process that takes place in class. Students who are not familiar with the literacy and numeracy model questions feel "shocked" when taking the Computer-Based National Assessment. The questions they often get in the learning process are only routine questions that sometimes repeat themselves every year. So, It is necessary to familiarize students with contextual questions based on literacy and numeracy. This is where the teacher's role is in creating habituation the, Teachers should design learning and assessment that is contextual and oriented towards literacy and numeracy.
Learning assessments are expected to measure the aspects that should be measured and are holistic in nature. Summative assessments are carried out by teachers to ensure the achievement of all learning objectives. This innovation is a form of reform in assessing student learning outcomes. The summative assessment is carried out using contextual questions on the literacy and numeracy model. The challenge that arises is that some teachers are not used to preparing contextual questions on literacy and numeracy models. So far, subject teachers only make routine questions in both multiple choice and essay form. That's why, A workshop was conducted to improve teachers' abilities in compiling non-routine questions and collaborating with several subject teachers whose learning objectives coincided with carrying out collaborative assessments using 1 question script. The focus of the contextual-based assessment of the literacy and numeracy model is to measure logical-systematic thinking skills, Reasoning skills using concepts and knowledge that have been learned, Skills in sorting and selecting and processing the information obtained based on the learning objectives of each subject.
At the preparation stage in carrying out good practices of Contextually Based Collaborative Summative Assessment, Literacy, and Numeracy at UPT SMAN 6 Wajo is holding a workshop on preparing contextually based summative assessment questions on the numeracy literacy model which aims to train teachers in understanding the competencies and components of literacy and numeracy questions, and teachers are able to make contextual questions of literacy and numeracy models. Next, The teacher discusses and collaborates with several other subject teachers in preparing the assessment question script. In the collaboration process, consists of two, three or more subjects use question scripts (discourse) the same so that the number of test points followed by students is not too much. Although there are still subjects that stand alone because of the difficulty in finding learning objectives that are compatible with other subjects to be used 1 question script. However, questions that are compiled are also literacy and numeracy models. At the implementation level, Once the assessment questions are ready, the next step is to prepare a schedule for the Final Summative Assessment of the Odd Semester of the Academic Year 2022/2023. From the results of subject teacher collaboration, specifically at class X level, there are several shared question papers including Mathematics subjects, Physics, Economy, and in Bugis 1 question script. Chemistry, Sociology, and Indonesian is also deep 1 question script. Civics and History subjects in 1 question script, as well as Indonesian and English in 1 question script. At the final stage, Good practices carried out always require reflection to improve follow-up improvements. Kegiatan refleksi memberi ruang kepada kita untuk melihat kembali apa yang telah dilakukan, apa yang sudah baik, apa yang perlu diperbaiki. Salah satu murid memberi respon bahwa asesmen kali ini berbeda, tidak hanya memaksa murid untuk menghafal tapi melatih murid untuk berbikir memecahkan persoalan yang ada dalam soal asesmen.
Hasil yang diperoleh setelah melaksanakan praktik baik ini adalah murid mendapat pengalaman berbeda dalam mengikuti ujian, jika biasanya setiap mata pelajaran membuat soal sendiri-sendiri sehingga banyak mata ujian yang diikuti murid, maka pada asesmen kolaboratif ini menggunakan naskah soal bersama oleh 2 atau lebih mata pelajaran. So that, jumlah mata ujian tidak terlalu banyak dan soal-soal yang disusun sifatnya kontekstual dengan kehidupan sehari-hari murid. Murid mengalami habituation (pembiasaan) in solving everyday contextual problems with literacy and numeracy skills so that this is expected to improve students' literacy and numeracy skills. This is in line with the Merdeka Belajar Episode 2 – 22 released by the Ministry of Education and Culture, Research and Technology regarding the transformation of state university entrance selection. One of the things that has changed is the test component of the National Selection (SNBT) in the form of a Scholastic Test that measures 4 thing, namely cognitive potential, mathematical reasoning, literacy in Indonesian, and literacy in English. Besides that, This good practice also increases teachers' ability and collaboration in compiling contextual questions on literacy and numeracy models.
Good practice before revised
Good practice elaboration
Pay attention to the results of the year's education report 2021 at UPT SMAN 6 Wajo shows that students' numeracy abilities are still below the minimum competency, namely in numbers 1,68. This is different from literacy skills which are already at levels above minimum competency, but it's still in the numbers 2,1. Of course this is a concern for school stakeholders. As a teacher, The results of the assessment become my reflection on the learning process that takes place in class. Students who are not familiar with the literacy and numeracy model questions feel "shocked" when taking the Computer-Based National Assessment. The questions they often get in the learning process are only routine questions that sometimes repeat themselves every year. So, It is necessary to familiarize students with contextual questions based on literacy and numeracy. This is where the teacher's role is in creating habituation the, Teachers should design learning and assessment that is contextual and oriented towards literacy and numeracy.
Learning assessments are expected to measure the aspects that should be measured and are holistic in nature. Summative assessments are carried out by teachers to ensure the achievement of all learning objectives. This innovation is a form of reform in assessing student learning outcomes. The summative assessment is carried out using contextual questions on the literacy and numeracy model. The challenge that arises is that some teachers are not used to preparing contextual questions on literacy and numeracy models. So far, subject teachers only make routine questions in both multiple choice and essay form. That's why, A workshop was conducted to improve teachers' abilities in compiling non-routine questions and collaborating with several subject teachers whose learning objectives coincided with carrying out collaborative assessments using 1 question script. The focus of the contextual-based assessment of the literacy and numeracy model is to measure logical-systematic thinking skills, Reasoning skills using concepts and knowledge that have been learned, Skills in sorting and selecting and processing the information obtained based on the learning objectives of each subject.
At the preparation stage in carrying out good practices of Contextually Based Collaborative Summative Assessment, Literacy, and Numeracy at UPT SMAN 6 Wajo is holding a workshop on preparing contextually based summative assessment questions on the numeracy literacy model which aims to train teachers in understanding the competencies and components of literacy and numeracy questions, and teachers are able to make contextual questions of literacy and numeracy models. Next, The teacher discusses and collaborates with several other subject teachers in preparing the assessment question script. In the collaboration process, consists of two, three or more subjects use question scripts (discourse) the same so that the number of test points followed by students is not too much. Although there are still subjects that stand alone because of the difficulty in finding learning objectives that are compatible with other subjects to be used 1 question script. However, questions that are compiled are also literacy and numeracy models. At the implementation level, Once the assessment questions are ready, the next step is to prepare a schedule for the Final Summative Assessment of the Odd Semester of the Academic Year 2022/2023. From the results of subject teacher collaboration, specifically at class X level, there are several shared question papers including Mathematics subjects, Physics, Economy, and in Bugis 1 question script. Chemistry, Sociology, and Indonesian is also deep 1 question script. Civics and History subjects in 1 question script, as well as Indonesian and English in 1 question script. At the final stage, Good practices carried out always require reflection to improve follow-up improvements. Kegiatan refleksi memberi ruang kepada kita untuk melihat kembali apa yang telah dilakukan, apa yang sudah baik, apa yang perlu diperbaiki. Salah satu murid memberi respon bahwa asesmen kali ini berbeda, tidak hanya memaksa murid untuk menghafal tapi melatih murid untuk berbikir memecahkan persoalan yang ada dalam soal asesmen.
Hasil yang diperoleh setelah melaksanakan praktik baik ini adalah murid mendapat pengalaman berbeda dalam mengikuti ujian, jika biasanya setiap mata pelajaran membuat soal sendiri-sendiri sehingga banyak mata ujian yang diikuti murid, maka pada asesmen kolaboratif ini menggunakan naskah soal bersama oleh 2 atau lebih mata pelajaran. So that, jumlah mata ujian tidak terlalu banyak dan soal-soal yang disusun sifatnya kontekstual dengan kehidupan sehari-hari murid. Murid mengalami habituation (pembiasaan) in solving everyday contextual problems with literacy and numeracy skills so that this is expected to improve students' literacy and numeracy skills. This is in line with the Merdeka Belajar Episode 2 – 22 released by the Ministry of Education and Culture, Research and Technology regarding the transformation of state university entrance selection. One of the things that has changed is the test component of the National Selection (SNBT) in the form of a Scholastic Test that measures 4 thing, namely cognitive potential, mathematical reasoning, literacy in Indonesian, and literacy in English. Besides that, This good practice also increases teachers' ability and collaboration in compiling contextual questions on literacy and numeracy models.
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