Keywords
assessment, assessment fairness, open education, distance education, free learning, merdeka campus
Document Type
Article
Abstract
This research aims to analyze or obtain a comprehensive overview of fairness in independent campus programs in open and distance education by looking at the conformity of the concept of assessment fairness themes in the practice of assessment on the program. This research was conducted using a qualitative research design, and the data obtained were analyzed descriptively. Data collection was carried out by conducting in-depth interviews with seven sources with competencies related to independent campus programs and their policies at the Universitas Terbuka as organizers of open and distance education systems, using interview guides and documentation studies. Data were transcribed and encoded according to their category. The results show that the conformity of the concept of assessment fairness in assessment practices on independent campus programs in open and distance education has largely been met. The theme of transparency, consistency, and justification, doing no harm to and constructive classroom environment, and avoiding score pollution is the most prominent in the fulfillment of indicators.
Page Range
24-34
Issue
1
Volume
8
Digital Object Identifier (DOI)
10.21831/reid.v8i1.45378
Source
https://journal.uny.ac.id/index.php/reid/article/view/45378
Recommended Citation
Nurhayati, S., & Puryati, P. (2022). Assessment fairness in freedom of learning in open and distance education. REID (Research and Evaluation in Education), 8(1). https://doi.org/10.21831/reid.v8i1.45378
References
Andrian, D. (2019). Developing an instrument to evaluate the influential factors of the success of the local curriculum. REID (Research and Evaluation in Education), 5(1), 2019, 75-84. https://doi.org/10.21831/reid.v5i1.23980.
Cowie, B. (2015). Equity, ethics, and engagement: Principles for quality formative assessment in primary science classrooms. In C. Milne, K. Tobin, & D. DeGennaro (Eds.). Sociocultural studies and implications for science education, 117-133. Springer.
Creswell, J. W. (2015). Penelitian kualitatif & desain riset: Memilih di antara lima pendekatan (A. L. Lazuardi, Trans.). SAGE Publications.
Creswell, J. W. (2016). Research design: Pendekatan metode kualitatif, kuantitatif, dan campuran (A. Fawaid & R. K. Pancasari, Trans.). SAGE Publications.
DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2015). Teacher assessment literacy: A review of international standards and measures. Educational Assessment, Evaluation, and Accountability, 28, 1-22. http://dx.doi.org/10.1007/s11092-015-9233-6.
Diehl, W. C., & Cano, L. (2019). Charles A. Wedemeyer and the first theorists. In M. G. Moore, & W. C. Diehl (Eds.). Handbook of distance education (4th ed.), 19-31. Routledge.
Director General of The Ministry of Education. (2020). Buku panduan pelayanan merdeka belajar dan kampus merdeka. http://dikti.kemdikbud.go.id/wp-content/uploads/2020/05/Buku-Panduan-Merdeka-Belajar-Kampus-Merdeka-2020-1.pdf.
Downing, S. M., & Haladyna, T. M. (2004). Validity threats: Overcoming interference with proposed interpretations of assessment data. Medical Education, 38(3), 327-333. http://dx.doi.org/10.1046/j.1365-2923.2004.01777.x.
Duffield, K., & Spencer, J. (2002). A survey of medical students' views about the purposes and fairness of the assessment. Medical Education, 36, 879-886. http://dx.doi.org/10.1046/j.1365-2923.2002.01291.x.
Garrison, D. R. (2003). Self-directed learning and distance education. In M. G. Moore & W. Anderson (Eds.), Handbook of distance education, 161-168. Lawrence Erlbaum.
Green, S., Johnson, R., Kim, D., & Pope, N. (2007). Ethics in classroom assessment practices: Issues and attitudes. Teaching and Teacher Education, 23, 999-1011. http://dx.doi.org/10.1016/j.tate.2006.04.042.
Gunawardena, C. N., & McIssac, M. S. (2003). Distance education. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology, 355-395. Lawrence Erlbaum.
Hartley, K., & Bendixen, L. D. (2001). Educational research in the Internet age: Examining the role of individual characteristics. Educational Researcher, 30(9), 22-26. https://doi.org/10.3102/0013189X030009022.
Heiser, R., & Ralston-Berg, P. (2019). Active learning strategies for optimal learning. In M. G. Moore & W. C. Diehl (Eds.). Handbook of distance education (4th ed.), 280-294. Routledge.
Holmberg, B. (1983). Guided didactic conversation. In D. Stewart, D. Keegan, & B. Holmberg (Eds.). Distance education: International perspective. Croom Helm.
Junaidi, A. (2020). Panduan penyusunan kurikulum pendidikan tinggi di era industri 4.0 untuk mendukung merdeka belajar-kampus merdeka. Direktorat Jenderal Pendidikan Tinggi Kementerian Pendidikan dan Kebudayaan
Leuwol, N. V., Wula, P., Purba, B., Marzuki, I., Brata, D. P. N., Efendi, M. Y., Masrul, M., Sahri, S., Ahdiyat, M., & Sari, I. N. (2020). Pengembangan sumber daya manusia perguruan tinggi: Sebuah konsep, fakta dan gagasan. Yayasan Kita Menulis.
Long, H. B. (1998). Theoretical and practical implications of selected paradigms of selfdirected learning. In H. B. Long & Associates (Eds.), Developing paradigms for self-directed learning, 1-14. Public Managers Center at University of Oklahoma.
Mardapi, D. (2008). Teknik penyusunan instrumen tes dan nontes. Mitra Cendikia Press
Mauldin, R. K. (2009). Gendered perceptions of learning and fairness when the choice between exam types are offered. Active Learning in Higher Education, 10, 253-264. http://dx.doi.org/10.1177/1469787409343191.
Miles, M. B., & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE Publications.
Moore, M. G. (2019). The theory of transactional distance. In M. G. Moore & W. C. Diehl (Eds.), Handbook of distance education (4th ed.), 32-46. Routledge.
Muhsin, H. (2021). Kampus merdeka di era new normal. In A. Muslihat (Ed.), Masa depan kampus merdeka & merdeka belajar: Sebuah bunga rampai dosen, 143. Bintang Visitama.
Peters, O. (2007). The industrialization of teaching and learning. Routledge.
Popham, W. J. (2009). Instruction that up measures up. ASCD.
Rasooli, A., Zandi, H., & DeLuca, C. (2018). Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond. Studies in Educational Evaluation, 56, 164-181. https://doi.org/10.1016 /j.stueduc.2017.12.008.
Rodiyah, R. (2021). Implementasi program merdeka belajar kampus merdeka di era digital dalam menciptakan karakter mahasiswa hukum yang berkarakter dan profesional. In Seminar Nasional Hukum Universitas Negeri Semarang, 7(2), 425-434. https://doi.org/10.15294/Snhunnes.V7i2.737.
Rohiyatussakinah, I. (2021). Implementation of MBKM and the relationship of curriculum policy based on a case of efl education in Japan. Journal of English Language Teaching and Literature (JELTL), 4(2), 39-50. https://doi.org/10.47080/Jeltl.V4i2.1.
Shapley, P. (2000). Online education to develop complex reasoning skills in organic chemistry. Journal of Asynchronous Learning Networks, 4(2), 43-52. http://dx.doi.org/10.24059/olj.v4i2.1900.
Shearer, R. L., & Park, E. (2019). Theory to practice in instructional design. In M. G. Moore & W. C. Diehl (Eds.). Handbook of distance education (4th ed.), 260-280. Routledge.
Siegel, M. (2007). Striving for equitable classroom assessments for linguistic minorities: Strategies for and effects of revising life science items. Journal of Research in Science Teaching, 44, 864-881. http://dx.doi.org/10.1002/tea.20176.
Siegel, M. (2014). Developing preservice teachers' expertise inequitable assessment for English learners. Journal of Science Teacher Education, 25(3), 289-308. http://dx.doi.org/10.1007/s10972-013-9365-9.
Simonson, M., Smaldino, S., & Zvacek, S. (2019). Chapter 9: Assessment for distance education. Teaching and learning at a distance: Foundations of distance education (6th ed.), 225-256. Information Age Publishing.
Susani, Y., Rahayu, G., Prabandari, Y., Sanusi, R., & Mardiwiyoto, H. (2020). Developing an instrument to measure students' perception of the medical education curriculum from the perspective of communities of practice theory. REID (Research and Evaluation in Education), 6(2), 109-118. https://doi.org/10.21831/reid.v6i2.31500.
Tierney, R. (2013). Fairness in classroom assessment. In J. H. McMillan (Ed.). Sage handbook of research on classroom assessment, 125-144. SAGE Publications.
Tierney, R. (2014). Fairness as a multifaceted quality in classroom assessment. Studies in Educational Evaluation, 43, 55-69. http://dx.doi.org/10.1016/j.stueduc.2013.12.003.
Tierney, R. (2016). Fairness in educational assessment. In M. A. Peters (Ed.). Encyclopedia of educational philosophy and theory, 1-6. Springer Singapore.
Wijayanto, A. (2021). Implementasi dan problematika merdeka belajar. OSF Preprints. https://doi.org/10.31219/osf.io/yshk6.