Authors:
Erwin Akib
1
;
Arie Martuty
1
;
Mohd. Najib bin Abdul Ghaffar
2
and
Jamilah binti Ahmad
2
Affiliations:
1
Universitas Muhammadiyah Makassar, Indonesia
;
2
Universiti Teknologi Malaysia, Malaysia
Keyword(s):
Assessment for Learning, Constructive Alignment, Indonesian Higher Education.
Abstract:
The assessment practice in Indonesian Higher Education presently uses the traditional methods, which are assessment of learning and assessment as learning. However, the new perspective on assessment proposes that it should include the process of learning called Assessment for Learning (AfL) and this assessment can be enhanced through the Constructive Alignment (CA) method. Based on input from experts in AfL and CA, the study developed the constructs of AfL, namely (i) sharing learning objectives, (ii) helping pupils to know and recognize the standard, (iii) peer and self-assessment, (iv) providing feedback, (v) promoting confidence, and (vi) involving in reviewing and reflecting, whereas constructs for CA were (i) learning outcomes, (ii) syllabus, (iii) students learning times, (iv) assessment task, and (v) teaching and learning activities The main objective of this study was to determine the correlation between AfL and CA. The respondents of this study were 454 lecturers of 11 Unive
rsities selected through multistage cluster sampling method. This study used explanatory sequential design, a combination of quantitative and qualitative method. Quantitative data were obtained using questionnaires followed by qualitative data collection using interviews. The qualitative data were used to explain the quantitative data results. Quantitative data were analyzed using ANOVA, chi-square and SEM. The validity and reliability of the instruments were determined using the Rasch Model. The findings showed that there was a high-level practice of AfL and CA, among the lecturers.
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