Assessment Reform in Indonesia: Contextual Barriers and Opportunities for Implementation

Autor/in	Arsyad Arrafii, Mohammad
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01