Implementation analysis of formative self and peer assessment towards critical thinking skill in junior high school

Abstract

The change of assessment paradigm from assessment of learning to assessment for learning is an effort to implement formative assessment. Implementation of assessment for learning involves the students to understand and be responsible for their ability, while the teacher acts as their partner that directs the learning process which is integrated with assessment. The formative self and peer assessment provides feedback to direct students to do self-regulation and think criticaly. This study explains that the implementation of formative self and peer assessment has not been optimal so that the results of self-assessment tests of junior high students on critical thinking skills in the average category. Implementation of school learning is based on scientific approach but formative assessment has not been integrated. The critical thinking skills of the students are only supported from the learning process only without scaffolding. Interviews were also conducted with four science teachers indicating that this school has developed a website in the implementation of cognitive and formative assessment, but there is no optimization of the system in it merely to transfer paper media to the website. The availability of media can be an opportunity to present formative self and peer assessment in this school.