Exploring Multi-Aspect Learning and Holistic Competence through Formative Assessment: A Study of Elementary Classroom Practices
DOI:
https://doi.org/10.56393/didactica.v5i1.3457Keywords:
Multi-aspect, Character, Evaluation, Academic PerformanceAbstract
The shift from traditional academic evaluation to holistic assessment frameworks highlights the increasing need to measure both cognitive and non-cognitive competencies as part of comprehensive student development. This study examines the effectiveness of a multi-aspect evaluation model in capturing the interplay between these competencies through a descriptive case study employing a quantitative approach. Using an anonymized school-based performance dataset from 25 elementary students in Indonesia, the research evaluates teacher-assigned scores across six domains curiosity, cooperation, responsibility, analytical skills, presentation, and creativity alongside results from a 10-item academic test. Descriptive statistical analysis reveals notable patterns: performance-based skills showed perfect consistency (mean = 9.00, SD = 0.00), with all students attaining an A grade, whereas non-cognitive indicators, particularly curiosity (mean = 2.76, SD = 0.44), displayed moderate variability. Additionally, 88% of students achieved scores of 8 or higher on the academic test, indicating strong cognitive proficiency. These findings offer empirical support for adopting a scalable, integrated evaluation framework that aligns academic achievement with character-based competencies, consistent with the holistic orientation of the Indonesian 2013 Curriculum. The study recommends incorporating inquiry-driven instructional strategies to strengthen curiosity and conducting longitudinal assessments to monitor competency growth. Overall, the results provide practical insights for educators seeking to refine and balance their assessment practices.
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