Developing a Contextualized Assessment in Physics Learning Book for Physics Education Students: AsL, AfL, and AoL Frameworks

Habibah Khusna Baihaqi, Aulia Silvina Anandita

Abstract


Physics education graduates are expected to master assessment competence as a key component of their professional skills. Effective assessment is crucial for ensuring student understanding and successful physics learning. This study aimed to develop a digital book, "Contextualizing Assessment in Physics Learning: AsL, AfL, AoL," suitable for use in Physics Learning Assessment courses. The digital book was developed using the 4D model (Define, Design, Develop, Disseminate). Validation sheets, readability questionnaires, and student worksheets for creating physics problems were used as instruments. The material, presentation, and Android application aspects received valid scores, with averages above 3.80. Readability tests yielded scores >90, indicating excellent suitability. Research results demonstrate that students' competence in creating physics problems improved after using this digital book. This improvement suggests that "Contextualizing Assessment in Physics Learning: AsL, AfL, AoL" has the potential to be an effective resource for enhancing physics teacher assessment competence through structured interventions and direct supervision in lectures.

Keywords


Assessment for Learning (AfL); Assessment as Learning (AsL); Assessment of Learning (AoL); Digital book development; Pre-service physics teacher

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References


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DOI: https://doi.org/10.17509/wapfi.v10i2.81113

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