Relevansi Model Evaluasi Formatif–Sumatif dalam Meningkatkan Mutu Evaluasi Sistem Pendidikan
Indonesia
DOI:
https://doi.org/10.30587/didaktika.v32i1.10793Keywords:
Formative Evaluation, Summative Evaluation, Assessment for Learning, Formative-Summative , EvaluationAbstract
This study examines the relevance of the Formative–Summative Evaluation Model (FSE) in improving educational evaluation in Indonesia. The FSE model integrates formative assessment, which supports continuous improvement of learning, and summative assessment, which measures final outcomes, into a comprehensive evaluation system. This integration allows assessment to function not only as a measure of achievement but also as support for learning and instructional improvement. This study employed a qualitative literature review by analyzing scientific articles, educational policy documents, and relevant national and international sources. The results show that the FSE model aligns with the principles of Assessment for Learning (AfL) and the Merdeka Curriculum, which emphasizes diagnostic, formative, and summative assessment within a continuous learning cycle. Furthermore, FSE promotes reflective teaching, strengthens feedback use, and supports data-informed decision-making. Overall, FSE contributes to a fair, objective, and quality-oriented evaluation system. This study recommends strengthening educational policies and continuous teacher training to support the integration of formative and summative assessment across all levels of education.
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