LEARNING ASSESSMENT IN THE MERDEKA CURRICULUM: DIAGNOSTIC, FORMATIVE, AND SUMMATIVE

Authors

  • Siti Khodijah Lubis Universitas Negeri Medan
  • Siti Syawalina MTsN 4 Mandailing Natal

DOI:

https://doi.org/10.18592/ptk.v10i2.12599

Keywords:

diagnostic assessment, formative, summative, Merdeka curriculum

Abstract

This research aims to outline the assessment process in the Merdeka curriculum, encompassing diagnostic, formative, and summative assessments. The approach utilized involves conducting a review of the literature, by gathering information through exploration of different written sources. Content analysis is utilized in data analysis. The study findings reveal that the diagnostic assessment consists of cognitive and non-cognitive assessments designed to evaluate students' condition and fundamental skills. Formative assessment occurs during the learning process, while summative assessment occurs after a specific instructional period. Teachers must conduct diagnostic, formative, and summative assessments to understand the strengths and weaknesses of student learning during the learning process to tailor instruction to fit the abilities and characteristics of each student.  

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Published

2025-02-26

How to Cite

Siti Khodijah Lubis, & Siti Syawalina. (2025). LEARNING ASSESSMENT IN THE MERDEKA CURRICULUM: DIAGNOSTIC, FORMATIVE, AND SUMMATIVE. Jurnal PTK Dan Pendidikan, 10(2). https://doi.org/10.18592/ptk.v10i2.12599