Didik Setyawarno, Dadan Rosana, Heru Kuswanto
‘Assessment as Learning’ (AaL) emphasizes the role of feedback in fostering students’ metacognitive development. This study aims to evaluate Indonesian science teachers’ conceptual understanding of AaL and its practical implementation in science instruction. Furthermore, the study proposes a notion for optimizing AaL in teaching and learning. The cross-sectional research design was applied involving 669 science teachers and 113 science students selected through purposive sampling. The research instruments used to collect data include test items and questionnaires developed through four steps: concept identification, item construction, validity testing, and reliability testing. Data was analyzed using descriptive statistics, inferential statistics, and Rasch-Rating Scale Model (Rasch-RSM). The findings reveal that Indonesian science teachers in several regions still lack a comprehensive understanding of AaL, as indicated by a mean total score of 9.04 or 50.22% with a low average category. In addition, the implementation of AaL in science instruction has also not been achieved maximally, as indicated by a mean total score of 51.18 or 63.98% with a medium category. Moreover, the study proposes eight dimensions containing twenty effective AaL indicators that fit with Rasch-RSM to optimize AaL in teaching and learning. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Department of Science Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Physics Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
