DEVELOPING ASSESSMENT AS LEARNING BASED ON PROBLEM-SOLVING TO PROMOTE UNIVERSITY STUDENTS' SKILLS IN CRITICAL-CREATIVE THINKING
Abstract
participants to monitor and reflect critically on their learning processes and outcomes.
This study aimed to produce assessments as learning based on problem-solving that
could be used to improve university students' skills in critical-creative thinking and to
test the validity, reliability, and effectiveness of the assessment. The research design
used was a 4D model, which stands for 'defining, designing and developing, and
disseminating. The research data consisted of two categories, which were qualitative
and quantitative. The qualitative data were in the form of comments, criticisms, and
suggestions from the expert team specializing in assessment; the quantitative data were
in the form of critical-creative skills scores of product users. Qualitative data sources
were the expert assessment team, and quantitative data sources were the fourthsemester college students of the Indonesian Department, Faculty of Letters,
Universitas Negeri Malang. The research findings show that the product was valid and
reliable. Besides, the result of the test of effectiveness indicated that this assessment
could improve university students' skills in critical-creative thinking.
Full Text:
PDFReferences
Anderson, J. R. (2010). Cognitive psychology and its implications (7th ed). New York: Worth Publishers.
Bailey, A. L., & Heritage, M. (2008). Formative Assessment for Literacy Grade K 6. United States: Corwin
Press. Diambil dari www.corwinpress.com
Black, P., Harrison, C., Lee, C., Marshall,B., & William, D. (2003). Assessment for Learning- putting it
into practice. Maidenhead, U.K: Open university Press. Diambil dari ttp://www.mcgrawhill.co.uk/html/0335212972.html
Costa, A. L. (Ed.). (1991). Developing minds (Rev. ed). Alexandria, Va: Association for Supervision and
Curriculum Development.
DeWaelsche, S.A. (2015). Critical thinking, questioning and student engagement in Korean university
English courses. Linguistics and Education, 32, 131–147.
https://doi.org/10.1016/j.linged.2015.10.003.0898-5890/C 2015
Earl, L. M. (2003). Assessment as Learning: Using Classroom Assessment to Maximise Student Learning.
CA: Thousand Oaks.
Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. CA: Measured Reasons.
Forum, W. E. (2015). New Vision for Education: Unlocking the Potential of Technology. British
Columbia Teachers’ Federation. Diambil dari
https://books.google.co.id/books?id=h7ZorgEACAAJ
Gaut, B. (2010). The Philosophy of Creativity. Philosophy Compass, 5(12), 1034–1046.
https://doi.org/10.1111/j.1747-9991.2010.00351.x
Gok, T. (2010). The General Assessment of Problem Solving Processes and Metacognition in Physics
Education. Eurasian Journal Physics and Chemistry Education, 2(2), 110–122.
Griffin, P., & Care, E. (Ed.). (2015). Assessment and Teaching of 21st Century Skills Methods and
Approach. New York London: Springer Dordrecht Heidelberg. Diambil dari w.w.w.springer.com
Harrington, D. M. (2018). On the Usefulness of “Value” in the Definition of Creativity: A Commentary.
Creativity Research Journal, 30(1), 118–121. https://doi.org/10.1080/10400419.2018.1411432
Harsiati, T. (2017). FEEDBACK AND SELF REGULATION IN WRITING LEARNING
ASSESMENT IN JUNIOR HIGH SCHOOL. ISLLAC : Journal of Intensive Studies on
Language, Literature, Art, and Culture, 1(1), 71–85.
Jonassen, D. H. (2010). Learning to Solve Problems: A Handbook for Designing Problem-Solving
Learning Environments. Taylor & Francis. Diambil dari
https://books.google.co.id/books?id=PvLJ1qGvnt4C
Koc, S., Liu, X., & Wachira, P. (Ed.). (2015). Assessment in Online and Blended Learning Environments.
United States of America: Information Age Publishing Inc.
Marzano, R. J., Brandt, R. S., Hughes, C. S., Jones, B. F., Rankin, S. C., & Suhor, C. (1988). Dimensions of
Thinking: A Framework for Curriculum and Instruction. Alexandria, VA: Association for
Supervision and Curriculum Development.
OECD (Ed.). (2014). Creative problem solving: students’ skills in tackling real-life problems. Paris:
OECD.
Paul, R., & Elder, L. (2008). The Thinker’s Guide to the Nature and Functions of Critical & Creative
Thinking. Foundation for Critical Thinking. Diambil dari
https://books.google.co.id/books?id=i3JEvgAACAAJ
Pope, R. (2005). Creativity: theory, history and practice. Hoboken: Taylor & Francis e-Library. Diambil
dari http://public.eblib.com/choice/publicfullrecord.aspx?p=214782
Popham, J. (2011). Formative Assessment-—A Process, Not a Test. Education Week.
Swann, J., Pope, R., & Carter, R. (Ed.). (2011). Creativity in language: the state of the art. Basingstoke ;
New York: Palgrave Macmillan.
Willis, J. (1995). A Recursive, Reflective Instructional Design Model Based on Constructivist-Interpretivist
Theory. Educational Technology Publications, Inc., 35(6), 5–23.
Wragg, E.C. (2001). Assessment and Learning in the Secondary School (1 ed.). New York: Routledge.
DOI: http://dx.doi.org/10.17977/um006v2i22018p056
Refbacks
- There are currently no refbacks.
ISLLAC indexed by:
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
Jurusan Sastra Indonesia, Fakultas Sastra, Universitas Negeri Malang, Indonesia (Department of Indonesian Literature, Faculty of Letters, State University of Malang, Indonesia)
ISSN : 2597-7385 (media online) - SK no. 0005.25977385/JI.3.1/SK.ISSN/2017.09 - 19 September 2017
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture is licensed under Creative Commons Attribution-ShareAlike 4.0 International License