The ANALISIS IMPLEMENTASI ASESMEN AS LEARNING, FOR LEARNING, DAN OF LEARNING PADA TOT PEMBELAJARAN MENDALAM GURU SD DI LAMPUNG

Abstract

Abstract

This study aims to analyze the implementation of assessment as learning, for learning, and of learning in the Deep Learning Training of elementary school teachers in Lampung. The study employed a descriptive quantitative approach supported by limited qualitative interpretation based on secondary data from the training score report of Batch 2 participants at BGTK Lampung. The data were analyzed by mapping assessment components into three assessment functions: reflective, formative, and summative assessment. The findings show that assessment of learning was most explicitly represented through the pre-test, post-test, and final scores; assessment for learning was reflected in module comprehension, peer teaching, and facilitator evaluation; while assessment as learning appeared through attitude, commitment, and attendance scores, although these were not yet supported by strong self-reflection instruments. The study concludes that the training program has integrated the three assessment functions within its evaluation structure, but assessment as learning still needs to be strengthened so that assessment can serve as a reflective and sustainable part of the learning process.

Keywords: assessment; assessment as learning; assessment of learning; assessment for learning; deep learning