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dc.contributor.authorNastiti, Defika Putri
dc.contributor.authorSantoso, Sigit
dc.contributor.authorSudiyanto, S.
dc.date.accessioned2019-05-28T07:36:15Z
dc.date.available2019-05-28T07:36:15Z
dc.date.issued2019-04
dc.identifier.citationAksu MB, Çivitçi A, & Duy B. (2008). Yükseköğretim Öğrencilerinin Öğretim Elemanlarının Ders Uygulamaları ve Sınıf İçi Davranışlarına İlişkin Görüşleri. İnönü Üniversitesi Eğitim Fakültesi Dergisi. Vol. 9(16):17-42. Alsalhanie, Kusai M., Sanjib Das, Sulaimaan Abdus-Samad. (2017). Formative evaluation impacting the results of summative evaluation-a feedback based cross sectional study carried out among instructors of an international medical school. International Journal of Research in Medical Sciences. Vol. 5(7):2865-2869. DOI: http://dx.doi.org/10.18203/2320-6012.ijrms20172571. Arslantaş Hİ. (2011). Student Views Regarding Teaching Staffs' Sufficencies In Teaching Strategies- Methods And Techniques, Communication. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. Vol. 8(15). Bay E, Küçükoğlu A, Kaya Hİ, Gündoğdu K, Köse E, Ozan C, & Taşgın A. (2010). Öğretim elemanı ve öğretmen adaylarının ölçme-değerlendirmeye ilişkin görüşleri (Kazım Karabekir Eğitim Fakültesi Örneği). Uluslararası Öğretmen Yetiştirme Politikaları ve Sorunları Sempozyumu II, Vol. 16-18. Brookhart, M, Susan. (2001). Successful students' formative and summative uses of assessment information. Assessment in Education: Principles, Policy & Practice, 8(2), pp. 153-169. doi: 10.1080/09695940123775. Brown, H. D. (2004). Language assessment: Principle and classroom practices. White Plains, NY: Longman. Brown, H. D., Abeywickrama, P. (2010). Language assessment: Principle and classroom practices. NY: Pearson Longman. Cauley K, McMillan J. (2010). Formative Assessment Techniques to Support Student Motivation and Achievement. The Clearing House. J Edu Strategies. Vol. 83(1):1-6. Das, Sanjib, Kasi M. Alslhanie, Sarnal Nauhria, Vivviek R Joshi, Safeer Khan,Vishal Surender. (2017). Impact of formative assessment on the outcome of summative assessment – a feedback based cross sectional study conducted among basic science medical students enrolled in MD program. Asian Jounal of Medical Sciences. Vol. 8 (4). Doi: 10.31.126/ajms.v8i4.17161. Ghiatau, R., Diac, G., & Curelaru, V. (2011). Interaction between summative and formative in higher education assessment: Students’ perception. Procedia Social and Behavioral Sciences, 11, pp. 220–224. Gulikers, J. T. M., Biemans, H. J. A, Wesselink, R., and Van der Wei, M. (2013). Aligning formative and summative assessment: A collaborative action research challenging teacher conceptions. Studies in Educational Evaluation, 39, pp. 116-124. Lam, R. (2013). Formative use of summative tests: using test preparation to promote performance and self-regulation. Asia-Pacific Edu Res, 22, pp. 69–78. doi: 10.1007/s40299-012-0026-0. Marshall, B. (2011) Testing English: Formative and summative approaches to English assessment. London: Continuum International Publishing Group. Meyer, H, Wilhelm. (2009). When you just get a mark and a nasty comment, what's that called? Summative assessment: Creating an enabling environment for formative assessment. Southern African Linguistics and Applied Language Studies, 27(2), pp. 215-228. Ridhwan, Muhammad. (2017). Understanding Formative and Summative Assessment for EFL Teachers: Theoretical Reflections on Assessment for Learning. Journal of English for Academic. Vol. 4, No. 1. Schloss, Patrick J., Maureen A. Smith, Mark Posluzsny. (1990). The Impact of Formative .and Summative Assessment Upon Test Performance of Special Education Major. TESE. Vol. 13(2). Taras, M. (2008). Assessment: summative and formative - Some theoretical reflections. British Journal of educational Studies, 53(4), pp. 466-478. University of Sunderland, Blackwell Publishing Ltd. Yuksel Hidayet Suha, Nevin Gunduz. (2017). Formative and Summative Assessment in Higher Education: Opinions and Practices of Instructors. European Journal of Education Studies. Vol. 3, Issue. 18.id_ID
dc.identifier.issn2503-4855
dc.identifier.urihttp://hdl.handle.net/11617/10765
dc.description.abstractStudi literatur ini membahas tentang pengaruh evaluasi formatif terhadap evaluasi sumatif. Kesimpulan utama dari studi literature ini yaitu: (1) peringkat siswa adalah metode yang paling umum digunakan untuk mengevaluasi di sekolah-sekolah Indonesia; (2) peringkat siswa ditentukan dapat digunakan untuk memberikan informasi yang dapat dipercaya dan valid tentang aspek-aspek terbatas dari kompetensi mengajar; (3) evaluasi pengajaran teah terbukti menghasilkan perbaikan sederhana dalam efektivitas pengajaran. Analisis pendekatan yang dilakukan berdasarkan 5 studi empiris jurnal internasional. Hasil dari studi literature ini menunjukan bahwa evaluasi formatif dan evaluasi formatif saling mendukung.id_ID
dc.language.isootherid_ID
dc.publisherSeminar Nasional Pendidikan 2019id_ID
dc.titleStudi Literatur Pengaruh Evaluasi Formatif Terhadap Evaluasi Sumatifid_ID
dc.typeArticleid_ID


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