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Angga Hadiapurwa
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Program Studi Pengembangan Kurikulum, Fakultas Ilmu Pendidikan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi Nomor 229 Bandung 40154
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Curricula: Journal of Curriculum Development
Published by Universitas Pendidikan Indonesia
ISSN : 29647339     EISSN : 28307917     DOI : https://doi.org/10.17509/curricula
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Curricula: Journal of Curriculum Development p-ISSN 2964-7339 e-ISSN 2830-7917 is an open access and peer-reviewed journal published by Curriculum Development Study Program, Faculty of Educational Sciences, Universitas Pendidikan Indonesia in collaboration with Himpunan Pengembang Kurikulum Indonesia (HIPKIN). The journal includes particular interests in issues related to curriculum development, including curriculum design, implementation, evaluation, and learning development (resources, models, media, and assessment). Curricula: Journal of Curriculum Development aims to publish research conducted by teachers, lecturers, and others focusing on research at the levels of Early Childhood, Elementary, Junior High, or Senior High Schools, as well as Higher-Education. This journal is published twice a year, in June and December. Curricula: Journal of Curriculum Development can accept articles in Indonesian or English.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1 Documents
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Search results for , issue "Vol 3, No 2 (2024): Curricula: Journal of Curriculum Development, December 2024" : 1 Documents clear
Reassessing standardized tests: Evaluating their effectiveness in school performance measurement Paramole, Oyeronke Christiana; Adeoye, Moses Adeleke
Curricula: Journal of Curriculum Development Vol 3, No 2 (2024): Curricula: Journal of Curriculum Development, December 2024
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v3i2.74535

Abstract

This research article reassesses the role of standardized tests in educational assessment, focusing on their complexities, historical context, and implications. It examines the accountability, and academic achievement benchmarks these tests provide while addressing criticisms such as cultural bias and narrowly teaching to the test. Alternative assessment methods, including formative and performance-based assessments, are also explored to offer a more holistic view of student learning and school performance. The article aims to contribute to a nuanced understanding of standardized tests' role in education, driving discussions on potential reforms that prioritize equitable and comprehensive assessment strategies. Critics raise concerns about the limitations of these tests, including their inability to capture the full range of student abilities, leading to biased and narrow educational outcomes. The study calls for a more balanced approach to educational assessment, integrating multiple methods to foster a more prosperous and fairer evaluation of student performance.

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