KEEPING MATHEMATICAL ASSESSMENT PROCESS ON TRACK

Abstrak / Ringkasan

Idea in this paper was inspired by writings of William D. (2007 ) with the
theme of Keeping Learning on Track in classroom assessment contexts . In his
research , when teachers asked students how to assess , they are likely to cite tests ,
quizzes , portfolios , projects , and various other methods of formal tests. According
to Wiliam D (2007 ) , basically term of assessment is much closer to this more
informal meaning. However, emphasis on assessment as a formal process is
pervasive, and mathematics education is no exception.
Teachers ablitiy to conducted mathematical assessment will have an impact on the
learning process change . The facts indicate that many teachers are still having
problems in condected mathematical assessment process. These problems can be
viewed from two aspects of learning , namely the mastery of content and ability to
organize of students. These facts provide guidance that teachers need ability to
assess the of the assessment process in order to keep the mathematical assessment
process on track .
Development of teachers ability in assessment process can be viewed from various
perspectives . Romberg (2004 , h.230 ) offers four steps in developing teacher
assessment process ,namely : initiate , investigate , interpret , and integrate . The
first step is oriented toward the teacher to begin with an understanding of assessment
practices , the second step oriented teacher involvement in an investigation of
assessment techniques . The third step suggest teachers have capability to interpret
students' work , the fourth step provides opportunity for teachers to develop further
assessment practices , including through workshops, other teachers professional
activities . Referring to Battista (2007 , h.836 ) , reform of mathematical assessment
process can be done by integrating the process of assessment in mathematical
concepts learning .

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