%I UNIVERSITAS SULTAN AGENG TIRTAYASA
%X This research explores the implementation of online assessment in English lessons at Bina Maju Bangsa Junior High School, Jakarta. In the post-COVID-19 pandemic era, many teachers have sought effective methods for conducting assessments. Online assessment has become a practical solution, applicable during both online and offline learning sessions, which continue to alternate at the school. This study addresses three main issues: (1) how online assessment is implemented, particularly for speaking and writing skills; (2) how teachers prepare for online assessment; and (3) the standards applied in conducting online assessments. A descriptive qualitative method with a case study design was employed. Data were collected through observations and interviews. The findings reveal that the implementation of online assessment involves three main stages: preparation, implementation, and scoring. Teachers prepare for online assessments by reviewing assessment requirements, designing appropriate questions, providing clear instructions, and developing rubrics. Additionally, standards for online assessment include well-defined instructions, proper formatting, relevant topics, scheduling, and time allocation.
%K Online assessment, alternative assessment, writing,
speaking, English lesson
%T THE IMPLEMENTATION OF ONLINE ASSESSMENT IN ENGLISH LESSONS (A Case Study in Bina Maju Bangsa Junior High School Jakarta)
%L eprintuntirta51109
%O Penelitian ini mengeksplorasi implementasi penilaian daring dalam pelajaran Bahasa Inggris di SMP Bina Maju Bangsa, Jakarta. Di era pasca pandemi COVID-19, banyak guru telah mencari metode yang efektif untuk melakukan penilaian. Penilaian daring telah menjadi solusi praktis, yang dapat diterapkan selama sesi pembelajaran daring dan luring, yang terus bergantian di sekolah. Studi ini membahas tiga isu utama: (1) bagaimana penilaian daring diimplementasikan, khususnya untuk keterampilan berbicara dan menulis; (2) bagaimana guru mempersiapkan penilaian daring; dan (3) standar yang diterapkan dalam melakukan penilaian daring. Metode kualitatif deskriptif dengan desain studi kasus digunakan. Data dikumpulkan melalui observasi dan wawancara. Temuan penelitian mengungkapkan bahwa implementasi penilaian daring melibatkan tiga tahap utama: persiapan, pelaksanaan, dan penilaian. Guru mempersiapkan penilaian daring dengan meninjau persyaratan penilaian, merancang pertanyaan yang tepat, memberikan instruksi yang jelas, dan mengembangkan rubrik. Selain itu, standar untuk penilaian daring mencakup instruksi yang terdefinisi dengan baik, format yang tepat, topik yang relevan, penjadwalan, dan alokasi waktu.
%D 2023
%A Ahmad Septianto