DEVELOPING ASSESSMENT INSTRUMENTS FOR ENGLISH LITERACY IN BLENDED LEARNING FOR GRADE 9 SEMESTER 1
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Institusion
Universitas Pendidikan Ganesha
Author
Vidyasari, Rita
Subject
L Education (General)
Datestamp
2022-02-21 04:01:02
Abstract :
The situation of the COVID-19 pandemic affected all aspects, including the education sector. It changed the learning system from face-to-face to online learning. It raised new challenges especially in the process of assessing students’ literacy. Therefore, the aim of this study was to develop the assessment instruments for English literacy in blended learning for grade 9 semester 1. This study employed Research and Development (RnD), which using 4D models from the theory of Thiagarajan et al, comprising Define, Design, Develop only for this study because Disseminate was not conducted in this stage. The data collection methods include survey, observation, and interview. The study revealed that the developed assessment instruments fell under the category ‘very good’ and ‘very high quality’, as judged by two expert judges who scored the content of the product and quality. The assessment instruments which were developed in this study consisted of assessment as learning, assessment for learning, and assessment of learning. This study implies that assessment instruments could be used for assessing the students in form of blended learning based on literacy.
The situation of the COVID-19 pandemic affected all aspects, including the education sector. It changed the learning system from face-to-face to online learning. It raised new challenges especially in the process of assessing students’ literacy. Therefore, the aim of this study was to develop the assessment instruments for English literacy in blended learning for grade 9 semester 1. This study employed Research and Development (RnD), which using 4D models from the theory of Thiagarajan et al, comprising Define, Design, Develop only for this study because Disseminate was not conducted in this stage. The data collection methods include survey, observation, and interview. The study revealed that the developed assessment instruments fell under the category ‘very good’ and ‘very high quality’, as judged by two expert judges who scored the content of the product and quality. The assessment instruments which were developed in this study consisted of assessment as learning, assessment for learning, and assessment of learning. This study implies that assessment instruments could be used for assessing the students in form of blended learning based on literacy.
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