Assessments and Types of Tests Made by Teachers at The Elementary School Level

Abstract

This study aims to analyze the role of assessment in learning according to the Independent Curriculum and understand the application of formative, summative, and diagnostic assessments by teachers. The research method used is a literature study (library research), with the collection of data from books, journals, articles, and relevant scientific documents. The analysis was carried out descriptively to describe assessment practices, the form of tests used, and good test criteria in the learning context. The results of the study show that authentic assessment in the Independent Curriculum includes aspects of knowledge, skills, attitudes, and character of students. Formative assessments provide feedback throughout the learning process, summative assessments evaluate competency achievement at the end of a specific unit or period, while diagnostic assessments help teachers identify learning barriers and learners' potential early on. Various forms of assessment, including written tests, oral tests, observations, projects, portfolios, and practices, allow teachers to assess students' abilities holistically. Good test criteria, such as question comprehension, thinking time, and the opportunity to prepare responses, ensure that assessment results are accurate, fair, and support the development of students' potential. This research emphasizes the importance of flexibility, innovation, and the use of appropriate assessment instruments to achieve effective and authentic learning according to the principles of the Independent Curriculum.