Writing Assessment Model: Demands of Indonesian Teachers in the 21st Century
DOI:
https://doi.org/10.17507/jltr.1503.09Keywords:
the 21st century, Indonesian teachers, writing assessment modelAbstract
This research explores Indonesian teachers' perceptions of writing assessment models based on their needs from school. This research also collected input from the teachers regarding important elements in an ideal writing assessment model with 21st century. The development research model used is the Borg and Gall model adapted by Sugiyono, but development research was only at the design planning stage. This research data was collected through surveys and group discussion forums. Data analysis used the Miles and Huberman model. In short, the results showed the demands of teachers to develop a writing skills assessment model that is oriented towards the 4C and HOTS aspects and that focuses on the characteristics of reliability, sustainability, construct validity, collaboration, assessment criteria, competency standards, question construction, objectivity, and communication. Additionally, the procedural framework for the required writing skills assessment model consists of three parts: 1) identifying assessment standards, 2) writing assignment development, 3) implementation and follow-up. Therefore, this research can make a positive contribution to Indonesian teachers' efforts to measure student achievement in writing skills.
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