Implementation of Learning Assessment Model on The Curriculum of Merdeka Belajar

Abstract

An aim of this article to identify descriptively about the conception of the learning assessment paradigm; and the implementation of the learning assessment model in the curriculum of Merdeka Belajar. This article uses a qualitative approach with a descriptive method. The data used were secondary data derived from documents and scientific literature. The data analysis technique used a literature review with a narrative review method. The results of the research indicate that there was a change in the learning assessment paradigm, from the traditional paradigm which tends to be carried out to measure student learning outcomes as well as activities that were separate from the learning process. However, the configuration paradigm states that the use of assessment was not only to determine the achievement of learning outcomes, but was able to improve the ability of students in the learning process. In addition, other findings indicate that the implementation of assessment in the curriculum of Merdeka Belajar can be done by integrating models such as diagnostic assessment, formative assessment, and summative assessment.