Understand the Construct of Formative Assessment and Its Role between Diagnostic and Summative: High School Entrepreneurship Subjects

Azira Prawinugraha; Sri Yuliawati; Sugiarto Sugiarto

doi:10.21831/pep.v28i2.77143

Understand the Construct of Formative Assessment and Its Role between Diagnostic and Summative: High School Entrepreneurship Subjects

Azira Prawinugraha, Universitas Muhammadiyah PROF. DR. HAMKA, Indonesia
Sri Yuliawati, Universitas Muhammadiyah PROF. DR. HAMKA, Indonesia
Sugiarto Sugiarto, Universitas Muhammadiyah PROF. DR. HAMKA, Indonesia

10.21831/pep.v28i2.77143

Abstract

This study aims to understand formative assessment construct for high school entrepreneurship subjects, as well as examining the relationship between diagnostic and summative. Mixed research methods transformative design approach. The first framework is mix methodology: convergent parallel design combine qualitative interactive model analysis (IMA) techniques and quantitative exploratory factor analysis (EFA) techniques. The second framework is quantitative confirmatory factor analysis (CFA) techniques. The research location was in a cluster of senior high schools in Bintan district. The IMA sample consists of 5 high school entrepreneurship teachers recruited through purposive sampling, while for the EFA and CFA, 259 students were recruited randomly. IMA analyze the understanding and factors involved by teachers in carrying out formative assessments as an important element of learning progress, EFA explore the initial composition of formative assessment constructs, and CFA act as a lens (affirmation) that evaluates the outer model EFA forms a fit model. The final interpretation explains that the construct of formative assessment in entrepreneurship subjects has the nature of complementarity, an inner model that moves circularly, repeated interactions produce learning progress, and strengthens the basis of the centrality of formative between diagnostic and summative.

Keywords

Formative Assessment, Entrepreneurship Subjects, Transformative Design, Psychometric Construct, High School

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DOI: https://doi.org/10.21831/pep.v28i2.77143