Teachers’ Assessment Beliefs Shift in Adopting New Curriculum  

Oleh:

Irawan, Deby

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 1, page 481-489.
Topik: belief; assessment; adoption of new curriculum; the 2013 Curriculum
Fulltext: hal 481.pdf (16.58MB)

Isi artikel

Indonesian education system recently adopts a new curriculum, the 2013 Curriculum. This curriculum has several developed elements, with the basis of the previous curricula, including in the assessment aspects. It was reformed from cognitive-based into authentic assessment, from grading or reporting into contributing to students learning. Adopting curriculum may changes many aspects and often followed by trainings. Some of the changes may conflict with teachers’ pedagogical values and beliefs. The purpose of this study is to find out whether teachers’ beliefs on assessment is change or not related to the curriculum adoption. In affection to reveal the phenomenon, qualitative method was utilized. The result shows that there was no shift in beliefs about assessment in adopting new curriculum. However, the use of assessment tools were shifted due to the curriculum demand. It can be concluded that adopting a new curriculum cannot change teachers’ belief instantly. Many aspects that make teachers reluctant or hard to change. Those aspects can be categorized as in the curriculum, training, and the belief system itself. This study suggests the teachers to administer reflective activity, which is expected to give a clarity to the teachers about their best practices. For the policy maker, it is suggested to provide a training that accommodate teachers’ previous beliefs, and also a continuous support system for teachers related to the curriculum application. Since belief is a fundamental element, it is need to be understood that it cannot instantly be changed especially if the previous belief is not accommodated in the process.

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