<![CDATA[Untuk meningkatkan kemampuan guru Matematika SMP di Kota Surakarta dalam melaksanakan assessment for learning (AfL) dan assessment as learning (AaL), pelatihan implementasi AfL dan AaL bagi guru-guru Matematika di Surakarta telah dilaksanakan. Pelatihan dilaksanakan secara baik pada kurun waktu 21 Agustus 2019 sampai dengan 18 September 2019 secara in-on-in. Kepada para peserta pelatihan diundang untuk memperoleh pengetahuan mengenai AfL dan AaL di Aula SMP Negeri 26 Surakarta. Setelah itu kepada para peserta dimohon untuk dapat mengimplementasikan AfL dan Aal di kelasnya masing-masing, kemudian menuliskan dan mengirimkan laporannya kepada tim instruktur paling lambat 11 September 2019. Kemudian, para peserta pelatihan diundang kembali di Aula SMP Negeri 26 Surakarta untuk mendiskusikan pelaksanaan AfL dan AaL yang telah dilakukannya. Dengan mendengkarkan laporan yang disampaikan dan diskusi di antara peserta, dapat disimpulkan bahwa para peserta pelatihan memperoleh pengetahuan yang baik mengenai AfL dan AaL dan telah dapat mengimplementasikannya di kelas dengan baik.Almqvist, C. F., Vinge, J., Vakeva, L., & Zanden, O. (2017). Assessment as learning in music education: The risk of “criteria compliance” replacing “learning” in the Scandinavian countries. Research Studies in Music Education. 39(1): 3 – 18. Ciobanu, M. (2014). In the midle: Whose learning is it way? Increasing students’s engage-ment through assessment as learning techniques. OAME/AOEM Gazzete. 16-21. Clarke, S. 2005. Formative assessment in the secondary classroom. London: Hodder Murray. Dann, R. (2017). Assessment as learning: blurring the boundaries of assessment and learning for theory, policy, and practice. Assessment in Education: Principles, Policy & Practice. 21(2): 149 – 166. Direktorat Pembinaan Sekolah Menengah Pertama (DBSMP). (2017). Panduan Penilaian oleh Pendidik dan Satuan Pendidikan untuk Sekolah Menengah Pertama. Jakarta: Direktorat Pembinaan Sekolah Menengah Pertama. Earl, L. & Katz, S. (2006). Rethinking classroom assessment with purpose in mind. Manitoba: Western and Northern Canadian Protocol for Collaboration in Education. Elbra-Ramsay, C. & Backhouse, A. (2015). ‘So, you want us to do the marking?!’ – peer review and feedback to promote assessment as learning. Journal of Pedagogic Development. 5(1): 19 – 30. Gibbons, S.L. & Kankkonen, B. (2011). Assessment as learning in physical education: Making assessment meaningful for secondary school students. Physical & Health Education. 76(4): 6 – 12. Gupta, K. 2016. Assessment as Learning: Students learn, self-correct, and collaborate. The Science Teacher. 43 – 46. Lee, I. & Mak, P. (2012). Assessment as learning in the classroom. Assessment and Learning. 3: 66 – 78. Sadeghi, K. & Rahmati, T. (2017). Integrating assessment as, for, and of learning in a large-scale exam. Assessing Writing. 34. 50 – 61. Schneider, W. & Artelt, C. 2010. Metacognition and mathematics education. ZDM Mathematics Education. 42. 149-161 Stiggins, R. & Chapuis, J. (2006). What a difference a word makes: Assessment for learning rather than assessment of learning helps students succeed. Tersedia di http://www.nsdc.org/library/publications/jsd. Young, E. (2005). Assessment for Learning: Embedded and extending. Tersedia pada http://www.ltscotland.org.uk/assess/for/index.asp.]]>
