Classroom Assessment Practices

Abstract

This research on the phenomenon of classroom assessment practices in secondary school education. There are issues of lack of clear guidance and lack of awareness. Therefore, this study aims to explain how teachers practice in classroom assessment among secondary school teachers. It used a Fundamental Research type Explanatory Research to collect data from 30 study participants. It uses interview, observation, and document content analysis techniques. Furthermore, it analyses data using an inductive with N Vivo Version 11 computer software. The findings found that teachers mostly use teacher-centered strategies. Moreover, most teachers practice conventional approaches. Then, the teacher uses the methods of the project, try to succeed, peer, practical , group, collaborative, class, and individual. Additionally, most teachers use quiz techniques, question and answers, training, open-ended questions, and closed questions. Finally, some teachers are using the reward trend and fostering a sense of responsibility among students. It has implications for the quality of assessment, students, and the body of knowledge of the education science, namely the aspects of assessment, testing, measurement, and evaluation .