Literaturnachweis - Detailanzeige
Autor/in | Arsyad Arrafii, Mohammad |
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Titel | Assessment Reform in Indonesia: Contextual Barriers and Opportunities for Implementation |
Quelle | In: Asia Pacific Journal of Education, 43 (2023) 1, S.79-94 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Arsyad Arrafii, Mohammad) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0218-8791 |
DOI | 10.1080/02188791.2021.1898931 |
Schlagwörter | Educational Change; Barriers; Content Analysis; Teacher Attitudes; Student Evaluation; Teacher Characteristics; Student Characteristics; Educational Resources; Admission (School); Educational Innovation; Evaluation Methods; Foreign Countries; Context Effect; Admission Criteria; Faculty Development; Sustainability; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Secondary School Teachers; Indonesia Bildungsreform; Inhaltsanalyse; Lehrerverhalten; Schulnote; Studentische Bewertung; Bildungsmittel; Instructional innovation; Bildungsinnovation; Ausland; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Nachhaltigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Indonesien |
Abstract | 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. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |