Innovative Platform for Economics Teachers: Design and Validation of AFEL Platform

Background/purpose. Assessment for Learning is an integral part of the learning process that provides feedback and improves teaching methods. Teachers experience problems such as limited conceptual understanding, difficulties in designing instruments, and time constraints. This study aims to develop and validate an innovative platform for economics teachers.

Materials/methods. This study used the Design-Based Research method, focusing on the development and validation phases. The development phase is aimed at producing a prototype of the Assessment for Economics Learning (AFEL) Platform, which is carried out through two cycles of Focused Group Discussion. The validation phase is intended to test the feasibility of the platform prototype by presenting 6 experts who work as lecturers with expertise in assessment. The platform feasibility questionnaire was used to find out expert opinions on the platform. Quantitative data is processed using the Aiken formula, and qualitative data are notes and feedback from experts.

Results. It is reported that this study has successfully developed the AFEL Platform, which has six syntaxes: (1) Formulating economic lesson objectives and success criteria; (2) Delivering economic lesson objectives and success criteria; (3) Implementing assessment techniques; (4) Feedback; (5) Monitoring student progress; (6) Achieving economic lesson objectives and success criteria. This study has also validated the AFEL Platform which has been tested with the results of V-value = 0.97 > V-table = 0.79.

Conclusion. This study has successfully developed and validated an innovative assessment platform that assists economics teachers in organizing assessments for learning.

Keywords: Assessment for Economics Learning (AFEL), design-based research, platform development, economics teachers

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