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<p>The current study examines the perspectives of teachers and students regarding the understanding by design framework for learning evaluation in inclusive schools across three Indonesian provinces. The study assesses the instrument’s usefulness, challenges, flexibility, feedback, critical thinking, relevance, and engagement through exploratory and confirmatory factor analysis. Data were collected via a survey from 930 respondents, comprising 465 teachers and 465 students. The content validity index values exceeded 0.8 and the Kaiser–Meyer–Olkin values of 0.910 for teachers and 0.926 for students confirmed the sample’s adequacy. Exploratory factor analysis revealed four valid and reliable factors for each group. Results from confirmatory factor analysis demonstrated excellent construct validity and a strong model fit. The understanding by design framework encourages inclusive education by accommodating diverse learning needs, providing meaningful feedback, and engaging students. The report also highlights challenges associated with understanding by design, such as complex assessment design, training needs, and time management issues. The validated measure may assist educators and policymakers in evaluating and enhancing inclusive assessment systems. Understanding the long-term effects and the adaptation of design-based evaluations in various cultures and educational contexts warrants further study. Using the validated tool enables schools and policymakers to foster fairness and inclusion in their practices.</p>

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Development of an instrument to measure students’ and teachers’ perceptions of understanding by design-based mathematics learning evaluation in inclusive schools

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月11日

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  • I Wayan Sumandya,
  • Amirul Mukminin,
  • I Wayan Widana,
  • I Putu Pasek Suryawan,
  • Ni Wayan Dian Permana Dewi,
  • Robi Hendra,
  • Mohd Faiz Mohd Yaakob

摘要

The current study examines the perspectives of teachers and students regarding the understanding by design framework for learning evaluation in inclusive schools across three Indonesian provinces. The study assesses the instrument’s usefulness, challenges, flexibility, feedback, critical thinking, relevance, and engagement through exploratory and confirmatory factor analysis. Data were collected via a survey from 930 respondents, comprising 465 teachers and 465 students. The content validity index values exceeded 0.8 and the Kaiser–Meyer–Olkin values of 0.910 for teachers and 0.926 for students confirmed the sample’s adequacy. Exploratory factor analysis revealed four valid and reliable factors for each group. Results from confirmatory factor analysis demonstrated excellent construct validity and a strong model fit. The understanding by design framework encourages inclusive education by accommodating diverse learning needs, providing meaningful feedback, and engaging students. The report also highlights challenges associated with understanding by design, such as complex assessment design, training needs, and time management issues. The validated measure may assist educators and policymakers in evaluating and enhancing inclusive assessment systems. Understanding the long-term effects and the adaptation of design-based evaluations in various cultures and educational contexts warrants further study. Using the validated tool enables schools and policymakers to foster fairness and inclusion in their practices.