ASSESSMENT MODEL FOR EFFECTIVE SCHOOLS

Published 31 Aug 2019 •  vol 129  • 


Authors:

 

Heru Budi Utomo, PT. Media Sinar Utama, Purworejo, Jawa Tengah, Indonesia
Faridl Musyadad, IKIP PGRI, Wates, Yogyakarta, Indonesia
Dwi Yunanto, PPPPTK Seni dan Budaya, Yogyakarta, Indonesia

Abstract:

 

General objective of this study was to Assessment model for effective schools consisting of instruments and implementation guidance in order to make an assessment and self-improvement school (self-evaluation and self-improvement), as well as increased effectiveness school management functions so that schools are able to produce quality graduates who are expected. The specific objective of activities to develop (1) construct and effective school indicators, (2) a set of effective school assessment instruments, (3) an effective system of school assessment and implementation guidance. This model of development is closely linked to improving the quality of education in schools. Therefore, an indicator of the development of the model is learning, management and school climate, Guidance and Counseling, Student and extra-curricular activities, and the partnership school with the community.

Keywords:

 

Effective; Schools; Assessment model

References:

 

[1] Schweinberger, K., "Effects of feedback on process features of school quality: A longitudinal study on teachers’ reception of school inspection of Swiss compulsory schools", Studies in Educational Evaluation, 55, (2017): 75-82.
[2] Chandukala, S.R., J.P. Dotson, and Q. Liu, "An Assessment of When, Where and Under What Conditions In-Store Sampling is Most Effective", Journal of Retailing, 93(4), (2017): 493-506.
[3] Conley, S., D.E. Muncey, and S. You, "Standards-based evaluation and teacher career satisfaction: A structural equation modeling analysis". Journal of Personnel Evaluation in Education, 18(1), (2005): 39-65.
[4] Aghabozorgi, S., "An approachable analytical study on big educational data mining". International Conference on Computational Science and Its Applications, (2014): 721-737.
[5] Dutt, A., M.A. Ismail, and T. Herawan, "A Systematic Review on Educational Data Mining". IEEE Access, (2017).
[6] Suhirman, S., "Data Mining for Education Decision Support: A Review". International Journal of Emerging Technologies in Learning (iJET), 9(6), (2014): 4-19.
[7] Abdullah, Z., "Mining significant association rules from educational data using critical relative support approach". Procedia-Social and Behavioral Sciences, 28, (2011): 97-101.
[8] Brighouse, Tim, and David Woods. How to improve your school. Routledge, (2005).
[9] Hagenson, Lara, and Kathryn Castle, "The integration of technology into teaching by university college of education faculty", Society for Information Technology & Teacher Education International Conference. Association for the Advancement of Computing in Education (AACE), (2003).
[10] Kyriazi, T., "Using technology to introduce frequent assessments for effective learning: Registering student perceptions", Procedia-Social and Behavioral Sciences,197, (2015): 570-576.
[11] Franklin, N. and P. Melville, "Competency assessment tools: An exploration of the pedagogical issues facing competency assessment for nurses in the clinical environment", Collegian, 22(1), (2015): 25-31.
[12] Brookhart, S.M. and A.J. Nitko, "Assessment and grading in classrooms", Prentice Hall, (2008).
[13] Döş, İ., "Some Model Suggestions for Measuring Effective Schools", Procedia-Social and Behavioral Sciences, 116, (2014): 1454-1458.
[14] Dunham, Jack, "Developing effective school management", Routledge, (2003).
[15] Lee, K.W., D.H. Kim, and H.K. Lee, "Is the Meister Vocational High School more cost-effective?", International Journal of Educational Development, 51, (2016): 84-95.
[16] Taylor, Barbara O., "Case Studies in Effective Schools Research", (1990).
[17] Cheong Cheng, Y., "Teacher leadership style: A classroom-level study", Journal of Educational Administration, 32(3), (1994): 54-71.
[18] Reyes-Garcia, V., "Schooling, Local Knowledge and Working Memory", PLoS One, (2016).
[19] Wang, T.-Y. and F.-J. Hsieh, "Taiwanese high school students’ perspectives on effective mathematics teaching behaviors", Studies in Educational Evaluation, 55, (2017): 35-45.
[20] Pedder, D., "School Policies and Practices to Support Effective Classroom Assessment for Learning".
[21] Bartram, D. and R.A. Roe, "Definition and Assessment of Competences in the Context of the European Diploma in Psychology", European psychologist, 10(2), (2005): 93.
[22] Badrun, K. and D. Mardapi, "Pelatihan Pengembangan Penilaian Hasil Belajar pada Implementasi Kurikulum 2013 bagi Guru SMPN 3 Wonosari Kabupaten Gunung Kidul", LPPM Universitas Negeri Yogyakarta, (2014).
[23] Tola, B., "Effective School Evaluation Model: A Development Study", Journalof Modern Education Review, (2014): 679.
[24] Zvoch, K. and M. C. Robertson, "Multivariate summer school effects", Studies in Educational Evaluation, (2017): 145-152.
[25] Bank, W., "Indonesia: Education in Indonesia, from Crisis to Recovery". Washington, DC: World Bank, (1998).
[26] Meiboudi, H., "Creating an integrative assessment system for green schools in Iran". Journal of Cleaner Production, 119, (2016): 236-246.
[27] Murgatroyd, Stephen J., and Colin Morgan, "Total quality management and the school", Open University, (1993).
[28] Blake, A. and J. McNally, "Becoming an Effective Science Teacher".
[29] Derqui, B. and V. Fernandez, "The opportunity of tracking food waste in school canteens: Guidelines for self-assessment", Waste Management, 69, (2017): 431-444.
[30] Jónsson, Í. R., K. Smith, and G. Geirsdóttir, "Shared language of feedback and assessment. Perception of teachers and students in three Icelandic secondary schools", Studies in Educational Evaluation, 56, (2018): 52-58.
[31] Satori, D., "Masalah Mutu Pendidikan", Makalah bahan diskusi pendidikan bersama Kepala Sekolah dan Guru-guru di YP-PGII pada tanggal, 11, (1995).
[32] Rice, E. H., "The collaboration process in professional development schools: Results of a meta-ethnography, 1990-1998", Journal of Teacher Education, 53(1), (2002): 55-67.
[33] Malakolunthu, S. and S. K. Hoon, "Teacher perspectives of school-based assessment in a secondary school in Kuala Lumpur", Procedia-Social and Behavioral Sciences, 9, (2010): 1170-1176.
[34] Chryssolouris, G., D. Mavrikios, and L. Rentzos, "The Teaching Factory: A Manufacturing Education Paradigm", Procedia CIRP, 57, (2016): 44-48.
[35] Sando, K.R., "Assessment of SOAP Note Evaluation Tools in Colleges and Schools of Pharmacy", Currents in Pharmacy Teaching and Learning, 1(1), (2017).

Citations:

 

APA:
Utomo, H. B., Musyadad, F., & Yunanto, D. (2019). Assessment Model for Effective Schools. International Journal of Advanced Science and Technology (IJAST), ISSN: 2005-4238(Print); 2207-6360 (Online), NADIA, 129, 81-88. doi: 10.33832/ijast.2019.129.07.

MLA:
Utomo, Heru Budi, et al. “Assessment Model for Effective Schools.” International Journal of Advanced Science and Technology, ISSN: 2005-4238(Print); 2207-6360 (Online), NADIA, vol. 129, 2019, pp. 81-88. IJAST, http://article.nadiapub.com/IJAST/Vol129/7.html.

IEEE:
[1] H. B. Utomo, F. Musyadad, and D. Yunanto, “Assessment Model for Effective Schools.” International Journal of Advanced Science and Technology (IJAST), ISSN: 2005-4238(Print); 2207-6360 (Online), NADIA, vol. 129, pp. 81-88, Aug. 2019.