“Everything in the classroom begins with assessment. It does not always have to be formal, but it should be constant. It is so important to know what level your students are at academically, emotionally, and socially so that you can best plan units and lessons to suit the range of capabilities within the class. As the unit progresses, formatively assess how it is going and if any adaptations or modifications need to be made. At the end, assess not only what the children have learned but how far they have progressed,”said by one of my mentors at Kesatuan Bangsa.
Truly, the paragraph above summarizes how the teachers at Kesatuan Bangsa do their assessment. There are actually a lot of assessment methods that they employ inside the classroom. These are the following:(1) diagnostic assessment, which is to determine where the strengths and weaknesses of the students lie before teaching a new lesson; (2)there is also ASESSMENT OF LEARNING, ASESSMENT AS LEARNING, and ASSESSMENT FOR LEARNING, for an instance, Final-Term Exams and Report Card Distribution are held every 6 months. The following are the grading system:Homework and Assignments (30%), Quizzes and Unit Tests (30%), Participation (10%),Mid-Term EASE tests (15%), and Final-Term EASE Test (15%). But some of these component are measured or based on the authentic assessment; it may be in a form of a game, group activity, project, and the like.
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With the statement above of one of my mentors in Indonesia, it influenced me to strengthen my belief on assessment more, and ushered me to the conclusion that teachers' classroom assessments become an integral part of the instructional process and a central ingredient in their efforts to help students learn, the benefits of assessment for both students and teachers will be boundless.
