Developing assessment instrument based curriculum 2013 for teaching micro teaching in English education department of Undiksha
The policy of implementing the 2013 curriculum (K-13) has brought about changes in terms of teaching paradigms leading to constructivistic which allows students to formulate their own knowledge from the experiences they built. To produce teachers with that competency, Microteaching as the course of practicing the pedagogical subjects needs to be redesigned and modified in order to suit the objective of the curriculum. This article is a part of bigger research which aimed at identifying and analyzing the most appropriate methods for teaching Microteaching course based K-13. The research designed used in this study was based on Sugiyono’ model which was consist of 10 stages. The result of the need analysis described the types of an assessment instrument that were needed to be developed for teaching Microteaching course of the English Education Department students of the Ganesha University of Education. By certain consideration and discussion, it was decided the three forms of assessment instruments needed to be developed in this study, namely: (1) written assessment instrument, (2) simulation 8 basic skills of Microteaching assessment instrument, and (3) writing lesson plan and performance 8 skills of Microteaching.
Arikunto, S. (1992). Prosedur penelitian: Suatu pendekatan praktik. Rineka Cipta.
Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20-24. http://nancybroz.com/nancybroz/Literacy_I_files/Bloom%20Intro.doc
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals: Cognitive Domain. Longman.
Bogdan, R., & Biklen, S. K. (2007). Qualitative Research for Education: An Introduction to Theories and Methods: Pearson.
Boud, D. (2013). Enhancing learning through self-assessment. Routledge. https://content.taylorfrancis.com/books/download?dac=C2004-0-14543-3&isbn=9781135354343&format=googlePreviewPdf
Boud, D., & Falchikov, N. (2006). Aligning assessment with long?term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413. https://srhe.tandfonline.com/doi/abs/10.1080/02602930600679050
Boud, D., & Falchikov, N. (Eds.). (2007). Rethinking assessment in higher education: Learning for the longer term. Routledge. https://www.google.com/books?hl=en&lr=&id=GJt9AgAAQBAJ&oi
Dantes, N. (2012). Metode penelitian.
Ewell, P. T. (2002). An emerging scholarship: A brief history of assessment. Building a scholarship of assessment, 3-25. https://www.google.com/books?hl=en&lr=&id=tBPjb-Q3mDAC&oi
Fitriani, I. (2016). Grass Roots' Voices on the CLIL Implementation in Tertiary Education. Dinamika Ilmu, 16(2), 211-220. https://eric.ed.gov/?id=EJ1121915
Johnson, D. W. (1991). Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report No. 4, 1991. ASHE-ERIC Higher Education Reports, George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183. https://eric.ed.gov/?id=ED343465
Marhaeni, A. A. I. N. (2012). Self-Assessment in EFL Instruction, Why Does It Matter? (Conference proceedings). The 55th TEFLIN International Conference. Jakarta. December 4-6, 2012.
Marhaeni, A.A.I.N. (2005). Pengaruh Asesmen Portofolio dan Motivasi Berprestasi terhadap Kemampuan Menulis Bahasa Inggris. Jakarta: State University of Jakarta (unpublished dissertation).
Sugiyono, P. Dr. 2010. Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: CV Alfabeta.
Taufina, T. Muhammadi. 2011. Mozaik Pembelajaran Inovatif. Padang: Sukabina Press.
Tinggi, D. J. P. (2013). Depdiknas. 2008. Sistem Penjaminan Mutu Perguruan Tinggi.
Copyright (c) 2018 International journal of social sciences and humanities
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.