An analysis of physics teachers’ perspectives on collaborative assessment in physics learning
DOI:
https://doi.org/10.12928/jrkpf.v13i2.2250Keywords:
Assessment Rubric, Assessment Transparency, Peer Assessment, ResponsibilityAbstract
This study aims to analyze collaborative assessment practices in physics learning from the perspective of teachers regarding aspects of fairness, participation, and accountability. This study uses a qualitative approach with a case study method. The subjects in this study are physics teachers who have been teaching for 10 to 16 years and have implemented collaborative assessment in physics learning. This study uses interviews as a data collection technique. This study uses the Miles and Huberman interactive analysis model. Researchers use source triangulation to ensure objectivity, credibility, and validity of the data. The findings indicate that fairness is supported by the use of assessment rubrics, student participation is associated with their understanding of physics concepts, and individual accountability is linked to the distribution of tasks within groups. Implementing collaborative assessment involves several challenges, including students’ limited self awareness, unequal contributions among group members, concerns about student honesty, and time constraints. Strategies to overcome these challenges include division of tasks, alternation of tasks, transparency of assessments, and assignment of related tasks.
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