Early childhood teachers have significant

Early Childhood Ecucation role in achieving quality education. The

Teachers Ability to Assess Government Regulation No.19 of 2005 on National
Education Standards states four competencies that
Ade Dwi Utami
must be understood, they are; pedagogical
Abstract—Pedagogic compentece is the basic competence, personal competence, social
competence of teachers to perform their tasks as educators. The
ability to assess has become one of the demands in teachers competence and professional competence.
pedagogic competence. Teachers ability to assess is related to
curriculum instructions and applications. This research is aimed at Pedagogical competence is one of the competencies
obtaining data concerning teachers ability to assess that comprises of
understanding assessment, determining assessment type, tools and that must be learnt by teachers, because it can
procedure, conducting assessment process, and using assessment
result information. It uses mixed method of explanatory technique in improve the quality of learning, one of them is
which qualitative data is used to verify the quantitative data obtained
through a survey. The technique of quantitative data collection is by about the assessment. Assessment comes as one of
test whereas the qualitative data collection is by observation,
interview and documentation. Then, the analyzed data is processed competence by the government. Competence
through a proportion study technique to be categorized into high,
medium and low. The result of the research shows that teachers becomes a supportive factor for teachers in
ability to assess can be grouped into 3 namely, 2% of high, 4% of
medium and 94% of low. The data shows that teachers ability to mastering the learning environment. However, the
assess is still relatively low. Teachers are lack of knowledge and
comprehension in assessment application. The statement is verified reality of the condition assessment in the quality of
by the qualitative data showing that teachers did not state which
aspect was assessed in learning, record children’s behavior, and use teachers is still low. It can be seen from the research
the data result as a consideration to design a program. Teachers have
assessment documents yet they only serve as means of completing conducted by Ria Novianti, the result illustrated that
teachers administration for the certification program. Thus,
assessment documents were not used with the basis of acquired there are still weaknesses in terms of knowledge
knowledge. The condition should become a consideration of the
education institution of educators and the government to improve and implementation of assessment in the part of
teachers pedagogic competence, including the ability to assess.
educators and early childhood institutions.
Keywords— Assessment, Early Childhood Education, Pedagogic
compentece, Teachers. Consequently, it required further consideration from
I. INTRODUCTION the government to facilitate the assessment of
teachers in improving capabilities.
Education plays important role in the
This research tried to figure out how
personal development of each individual. The
teachers evaluate the ability of early childhood
quality of education could affect the quality on the
teachers in DKI Jakarta. The ability of assessment
individual, which includes the part of early
can be seen from five aspects which determine the
childhood. It will have an impact to the progress of
assessment tool; based on the developmental
the country because the child will be the successor
aspects, make observations, analyze observations,
of replacement generation of the country. Therefore,
reported the achievement of children’s
children need excellence education through the
development, applying the results of the data into
hands of teachers or educators.
consideration design programs. This study designed
to obtain data about the ability of assessment of
teachers in early childhood education’s institutions Teachers are required to be a professional to do the
located in Jakarta. profession. So that teachers are required to apply
the four competencies in their daily life. Therefore,
II. RESEARCH OBJECTIVES the application of the competency of teachers will
affect the professionalism of teachers as educators.
The purpose of this study explore about;
Pedagogical competence becomes
1. Observe how a early childhood teacher's ability
competencies that differentiate the teaching
in DKI Jakarta assessing the learners. In particular,
profession with the other professions. The
this study aims to
government regulation No.19 of 2005 states that
a. Describe the teachers’ understanding principles
teachers' pedagogical competence is the ability to
of assessment.
manage the learning of students, designing and
b. Describe the determination of the procedures
implementing the learning process, as well as
used by teachers in conducting the assessment.
evaluation of learning outcomes and development
c. Describe the assessment process by the teacher.
of students to represent of various potentials.
d. Describe the use of information in assessment’s
Application becomes the most important
result.
word in the definition of pedagogical competence.
Apelgren & Giertz (2013: 3) states that;
III. LITERATURE REVIEW
”pedagogical competence is not enough to have
knowledge and skills that are needed. This is
A. The Basic of Pedagogic Competence
becouse the most important word in the definition is
Competence must be applied to improve the
apply. It is emphasized therefore that pedagogical
quality of each individual. Katane explained that
competence means that the teacher also uses his/her
Competencies are defined as “the set of knowledge,
knowledge and applies acquired insights and skill".
skill, and, experience necessary for future, which
Pedagogical competence is the ability influenced
manifests in activities". Knowledge, skills and
only by an educator in charge of learning
experience should be applied in daily life.
management, learning design and evaluation of
The Indonesian Government has set four
learning outcomes that are appropriate to a child's
competencies required that teachers should have. It
development and applied as a reference in
is based on the Government Law No.14 of 2005 on
managing learning to enhance the potential that
Teachers and Lecturers, Chapter IV, Article 10,
exists in the child’s personal life. Pedagogical
paragraph 1, which stated that the competencies that
competence is the key factor in determining the
must be preserved by a teacher, among others; a)
quality of the learning process.
personal competence, b) pedagogic competence, c)
Domains of Standard
professional competence, and d) social competence.
Teaching Competence of teachers is one of the factors
1. Know the students and how they in developing the professionalism of teachers as an
Professional learn educator. European Commision (2012:11)
Knowledge 2. Know the content and how to mengatakan bahwa Conceptualisations of teacher
teach it competence are linked with visions of
3. Plan for and implement effective professionalism, theories of teaching and learning,
teaching and learning quality cultures and sociocultural perspective.
Professional 4. create and maintain supportive Competence of teachers is a matter which is not
Practice and safe learning environment. separate from professionalism.
5. Assess, provide feedback and The Australian Institute for Teacher and
report on student learning School Leadership (AITSL) (2011: 5) define the
6. Engage in professional learning seven standards for teachers’ professionalism as
Professional 7. Engage proffesionally with below;
Engagement colleagues, parent/carers and the Table 1. AITSL standards for teachers’
community professionalism
Pedagogical competence has an important
role in improving the quality of the learning One of the standards in professional practice
process. Apelgren & Giertz (2013: 3) says is the assessment, provide feedback and report
“pedagogical competence as the ability and will to student learning. Based on those standards, teachers
regularly apply the attitude, the knowledge, and the are expected to be able to evaluate the child's
skill that promote the learning of the teacher’s development and learning outcomes. It can facilitate
students in the best way". Teachers can increase the teachers in identifying children's learning needs. In
potential of children with pedagogical competence addition, teachers can also find out the limitations
possessed. Pedagogical competence can enhance the of the learning program in particular to children so
professionalism of teachers as educators, it brings that teachers can cover and provide children better.
effect to the performance of teachers, advance the Become a standard for global reference to
quality of teachers, and improve pedagogical maintain the quality of early childhood education,
competence. Pedagogical competence have an especially in the learning process. NAEYC (2009:
important role in managing the teaching and 13) argues professional standards for early
learning program in order to actualize the potential childhood education, specifically “1) Promoting
of children which support and learning facilities. child development and learning, 2) Building Family
That role can determine the quality of learning that and Community Relationships, 3) Observing,
will be received by the child. Documenting, and assessing to support young
children and families, 4) using developmentally
effective approaches 5) using content knowledge to
build meaningful curriculum, 6) becoming a
professional”. Improved education quality and
excellence can be detected by observing,
documenting and implementing assessment through
a variety of approaches and tools as applicable.
Observation, documentation and assessment
are standards which just established by NAEYC.
NAEYC suggests that three key elements or
components of the observation, documentation and
assessment which stated “1) understanding the
goals, benefit, and uses of assessment, 2) knowing
about and using observation, dokumentation and
other appropriate assessment tools and approaches,
3) understanding and practicing responsible
assessment to promoting positive outcomes for each
child 4) knowing about assessment partnerships
with families and with profesional colleagues”.
Assessment generally used to be able to see a child's
development. Therefore, it helps achieve learning
goals specifically, and to plan and implement the
curriculum effectively. This must be accompanied
to consider the results of the assessment.
The ability of teachers to assess the child's
learning process and results that include some of the
things described in The Ministry of Education’s
regulation No.137 in 2014 specifically; 1) the
principles of assessment, 2) Instrument assessment,
3) assessment mechanisms, 4) the implementation
of the assessment and 5) reporting the results of the
assessment. Assessment which completed will
illustrate the achievement of child development and
the process through the implementation of the
assessment.
B. Teachers’ Assessment Ability
Assessment is a process which designed to
complement the activities with the achievement of
the child's development. Deborah defines
“assessment is the basic process of finding out what
the know and can do in relation to their optimum
development and to the goals of the program. With
that knowledge of those children, we can plan
appropriate curriculum and effective instructional
strategies to help them develop and learn,
monitoring their progress along the way”. By
assessment, teacher can observe and know the
child's chart progress in learning activities.
The process of child development can be
seen through some of ways in which the children.
Flottman, Stewart and Tayler (2011: 6) states
“asssesment is designed to discover what children
know and understand, based on what they make,
write, draw, say and do”. Teachers could see the
development as the ability of what children create,
write, pictures and do. The ability assessment can
be considered as the capacity of teachers in the
process of gathering information about the growth
and development that is done periodically, continue
and comprehensive in a learning process of what
children create, write, drawing, say and do.
Assessment has principles as guidelines for
the implementation in the field. Shepard, Kagan,
and Wurtz (2000: 5) summarize the principles of
early childhood assessment in the Principles and
Recommendation for Early Childhood Assessments,
it is stated that “the following general principle
should guide both policies and practices for the
assessment of young children; 1) should bring about
benefits for children, 2) be tailored to a specific
purpose and should be realible, valid, and fair for
that purpose, 3) be designed recognizing that
reliablitiy and validity of assessments increase with
children’s age, 4) be age-appropriate in both content
and the method of data collection, 5) be
linguistically appropriate, recognizing that to some
extent all assessment are measures of language, 6)
be a valued source of assessment information, as
well as an audience for assessment results”. The six
principles can assist teachers in the implementation
of assessment, the results can be sufficiently
achieved. Therefore, teachers must master the
principles of assessment in detecting completion of
a child's development.
Implementation assessment should in shape
with the principles which have been created.
Wotham in Demircan (2011: 16) outlines some
principles assessment to do in early childhood
education, such as 1) use many sources of
information and learning measures, 2) improve
learning, 3) Fairness, 4) involve both the child and
his/her family. Some of these principles could
monitor child development optimally.
The principle of assessment is needed in
order to draft an impact on the learning process of
child development. Yus (2011; 56) presented seven
principles of assessment for the development of
kindergarten children. 1) Systematically, 2)
continuous, 3) processes and goals oriented, 4)
objectives, 5) educate, 6) significance, 7)
appropriateness. The seven principles facilitate and
guide teachers in implementing the assessment in
early childhood.
The implementation of assessment requires
teachers to be able to focus on the aspects that will
be seen in describing the child's development. Helm
(2011: 2) states that “assessmen is tools or process
for answering specific question about various aspect
of children’s knowledge, skill, behavior, or
personality”. Teacher can do that by observing and
collecting data on the knowledge, skills and
behavior. So the results of observation and data
collection can be adapted to the achievement of the
child's development.
The identification of aspects considered as
the significant step in making the assessment. Snow
(2011: 14) says "assessments provide means of
evaluating individuals' skills, abilities, or traits".
From these statements it can be seen that the skills,
abilities and characteristics of individual children
are three aspects that will be develop through the
implementation of the assessment.
Assessment for early childhood is collecting
information about the child. Therefore, teachers
need to be able to focus on aspects of the collection
of such information. Anon (2008: 11) ".....that we
assess young children's behaviors, skills,
competencies, preferences, and interaction". Data
collection is aimed to improve the understanding of
child development and support of learning and
development. Target assessment will be conducted
in children include six dimensions of development:
physical, cognitive, language, art, social-emotional,
motor and religious values. Thus the teacher can
give to his focus on the development of the six
dimensions. Assessment has aspects as focus in
collecting information related to the perceptive and
support of learning and development. The aspect
consists of the skills, abilities, behaviors, and trends
in a variety of potential child. The fourth aspect is
seen from the sixth dimension that includes the
development of physical, cognitive, language, art,
social-emotional, motorized and religious values.
Teachers can see the skills, abilities, behaviors, and
children growing in the six dimensions.
Assessment procedures as
implementation process in order to illustrate the
development of the real child. Here are the
description of assessment process that has been set
by the ELS (Early Learning Scale) (2010: 7).
observing
investigating
documenting
Instructing
reflecting
hypothesizing analyzing
planning evaluating
Picture 1. The assessment process
The data can be used by teacher to
determine the needs’ targets of each child, so that
teachers can provide instruction in the form of
activities in accordance with what they need. Once
teachers obtain data related to the achievement of
development of the child, the teacher can design a
variety of activities to improve child development.
Achievement of child development can be
determined by performing an assessment in
accordance with existing procedures. Yus (2011;
56) identified the procedure for the implementation
of development kindergarten children learn: 1)
define the activities, 2) prepare an assessment tool,
3) establish assessment criteria, 4) collecting data,
5) determine the value. Through these procedures,
the teacher can implement assessment in
compliance with the principles of assessment. So
that teachers can view and monitor the process of
child development.
the Another opinion related to the
implementation of the assessment process described
by Wortham. Wortham (2005: 32) explains that the
process of implementation of assessment for early
childhood, namely; 1) assessment at beginning of
the year: preassessmen, 2) ongoing asesment, 3)
assessment at the end of reporting periods, 4)
assessment at the end of the school year. The
assessment process should be considered and
implemented to determine the cadence and rhythm
of development. Thus teachers can use that data in
determining the target achievement and learning
objectives.
The assessment results have an impact on
improving early childhood learning processes. Helm
(2011: 2) which states “assessment result can
identify both the well-developed and least well-
developed skill of children so that beneficial
learning experiences and teaching can be
individually planned and carried out”. The
assessment results can be used for the development
of further activities in accordance with the needs of
children.
The benefit from the results of the
assessment in the program of activities submitted
Snow, Susan and Hewel (2011: 43). They stated
that “The result of such assessment would be used
to refine the program practices with the expectation
that the outcomes for children would improve even
further. The results of the assessment, the child will
get treatment to improve the graphics
developments.
Teachers analyze data on the achievement of
the child's development in stages. Yus (2011; 106)
assumed the results of the analysis of the
information on the achievement of growth and
development of children within a certain time, for
example a week, a month or a semester and so on.
In this way, teacher will receive assessment results
that illustrate the development of children in each
week, month or semester. Early childhood
assessment results can be used to identify the skills
and knowledge regularly. Therefore, the child
development chart will describe at each week,
month or semester. Through the identification
result, teachers can create and improve learning
programs so that what is given can be useful and
meaningful.
C. Basic of Teachers
Teachers become a need in the world of
education. In Indonesian regulation No.14 year
2005, Chapter I, Article 1 in Paragraph 1 of
Teachers and Lecturers, it stated that teachers are
professional educators with the primary task of
educating, teaching, guiding, directing, train, assess,
and evaluate students on early childhood education,
formal education, basic education, and secondary
education.
Teachers are the key of success in the
learning process. Deborah (2010: 497) argues "That
teachers are keys to student learning, and efforts to
improve teacher quality have proliferated". Teacher
is an educator who became a key element in the
passage of the learning process. That is because
teacher has a learning strategy in explaining the
purpose of the material to be delivered. Therefore,
teachers are required to improve the competence to
continue to learn and to do their job in educating,
teaching, guiding, directing, train, assess, and
evaluate to provide motivation for learners through
the levels of education, including early childhood
education institutions.
The government regulation No.14 in 2005
chapter I, Article 1, Paragraph 1 of Teachers and
Lecturers stated that teachers are professional
educators with the primary task of educating,
teaching, guiding, directing, train, assess, and
evaluate students on early childhood education,
formal education, basic education, and secondary
education. The main task is to make the teacher as a
determinant of the quality of the nation's future.
Teachers perform as a central figure in
achieving educational objectives. Possessed a
significant role requires teachers to prioritize
competence as a capital increase in performing its
main task. Self-awareness to continue to improve
the competence of teachers is the key factor in
educating the young generation.
IV. METHODOLOGY
attained in describing the data as teacher assessment
capabilities Early Childhood Education. This study
focuses on the ability of the teacher assessment. It
can be seen that the ability of the teacher
assessment is one component of teacher capabilities
that can support the quality of the learning process.

A. Research Cohort C. Data collection

Early Childhood Education teachers in DKI Quantitative data collection techniques using
Jakarta were already certified in 2015. The questionnaires while collecting qualitative data
population includes Jakarta consisting of five cities through observation, interviews and documentation.
covering several districts or villages that have early The data analysis technique used in processing the
childhood education institutions either kindergarten data to answers to questionnaire respondents, it used
or early childhood in which there are educators or proportions study techniques. The process that
teachers. Thus the researchers used samples from implied in this study determine the proportion that
several districts in Jakarta. indicates the percentage of a particular category and
express information concerning about the ability of
B. Research tools early childhood teachers assessment in Jakarta.The
The method conducted in this research is a ability of the teacher assessment of five aspects
mixed method with explanatory techniques. assessed below;
Creswell said that the sequential explanatory Table 2. Questionnaire
applied to the collection and analysis of quantitative Early Childhood Teachers’ Assessment Ability
data in the first stage followed by the collection and
analysis of qualitative data in the second phase upon Aspects Indicators
the preliminary results quantitatively. So that the
results of the qualitative data processing is used to Teachers determine the
Verified the
clarify the results of the quantitative data that has aspects that will be assessed
assessment tool
been obtained. Quantitative method used is survey in accordance with the
used based on
method. Arikunto (2006: 309) states that a standards of normative
the
descriptive research is research that intended to references
developmental
collect information about the status of an existing aspects
symptoms, the symptoms according to what their Teachers know the

circumstances at the time of the study. Information assessment tool

 Teachers are able to become
accustomed to the
developmental aspects of Make the results
The teacher is able to
assessment tools that of the data into
determine the targets to be
assessed consideration
achieved in the design of
Teacher should able to take design
learning programs
notes or record a child's programs
behavior by using the record
Analyzing
(the check list, rating scale,
observations
anecdotal)
Teachers are able to adjust
V. RESULTS AND DISCUSSION
the use of the records with
The results of research in the form of teacher
the needs.
assessment capabilities in DKI Jakarta concerning
The teacher is able to
Analyzing of 5 aspects that determine the assessment tool to be
describe the condition of
observations’ used based on the progressive aspects, make
child progress
result observations, analyze observations, reported the
The teacher is able to set a
achievement of children's development, making the
development success
result of data into design programs. The realization
Teachers should be able to
obtained from the data collection will be presented
define the components that
Teachers in the table below;
should be put forward in the
reported the Table 3. The Category of Teachers
report
achievement of Assessment Ability in DKI Jakarta
Teachers are able to describe
development of Category Score Frequency Percentage
the achievement of
the child Low 0-7 47 94%
development within the
Average 8-10 2 4%
scheduled
High 11-14 1 2%

The research found the ability of teacher

assessment in three categories, specifically, 2%
high, 4% average and 94% low. The data illustrates
the largest percentage is in the low category with a
large percentage of 94%.
Discussion
Based on research which presented teachers
have low knowledge, it comes with a large
percentage of 94%. However, the ability of the
teacher assessment in DKI Jakarta have different
categories levels in each aspect. Here is the result of
research that will be discussed each aspect:
a) The ability of teacher assessment in defining
the assessment tool based on the developmental
aspects. This aspect is additional dominant number
of respondents who are in a score of 1 with a large
percentage of 48%, which means that teachers have
sufficient knowledge of being a teacher. The data is
clarified with qualitative findings, it stated
dissimilarity with the assessment of indicators that
used daily by reference standards and dissimilarity
of assessment tools that are used.
b) The ability of teacher assessment in making
observations. This aspect is dominant number of
respondents who are in a score of 1 with a large
percentage of 50%, which means that teachers have
sufficient knowledge of the teacher. The data is
clarified with qualitative findings stating that
teachers focus on the negative behavior anecdotal
notes.
c) The ability of teacher assessment in the aspect
of analyzing the observations. This aspect is more
dominant number of respondents who are in a score
of 1 with a large percentage of 42%, which means
that teachers have sufficient knowledge of the
teacher. The data is clarified with qualitative
findings stating that teachers describe behavior
without explaining what the children.
d) The ability of assessment report on the
achievement of teachers in the aspects of
development. This aspect the more dominant
respondents are at a score of 0-1 with a large
percentage of 50%, which means the knowledge of
teachers included in the low category. The data is
clarified with qualitative findings stating that the
components used teachers between the daily
assessments with weekly assessments, because the
daily assessment does not specify what aspects will
be assessed.
e) The ability of teacher assessment in the aspect
of utilizing the data results into consideration to
design the program. On this aspect the number of
respondents who assigned the score of 0 has the
same great percentage with respondents assigned
the score of 1 is equal to 42%. Results of the
qualitative data illustrated that teacher did not use
the results of the data into consideration to design a
program, teachers used reference standard to place
the development targets.
VI. Conclusion
The general results of the study presented
that the ability of early childhood teachers in Jakarta
assessment is still relatively low. Teachers still have
lack of knowledge and understanding in applying
the assessment. This statement disrupted by
qualitative results stating that the teacher does not
specify what aspects will be assessed in the study,
did not record a child's behavior, and did not take
advantage of the data results into consideration to
design the program. Teachers have assessment
documents, but those documents only as of form of
teacher certification requirements.
Most of early childhood teachers in Jakarta
studied their degree of early childhood education in
Private Universities such as AL-AQIDAH and
INSIDA. Teachers who took their degree in AL-
AQIDAH received intensive program where the
lecture conducted for 1 year. The program is
intended for teachers who have taught for at least 10
years. Teachers confirmed that during the course
there is no subjects and assessment.
While in another Private University
INSIDA, teachers must take the course for 4 years,
but the information from researchers from the
INSIDA said that the courses are given in INSIDA
only scientific study of all early childhood courses,
there is no course of the assessment. The statement
illustrates that the INSIDA not identify that the
assessment includes the course of science in early
childhood. In addition to Private Universities AL-
AQIDAH and INSIDA, some teachers also took
their degree in UNINDRA majoring counseling.
Teachers give explanation that education in
bachelor degree level just to meet certification
requirements. Teachers need the support of
government in funding to provide for teacher
certification. Teachers can not expect income from
early childhood institutions due to conditions that
do not allow them.
VII. Suggestion
It is advisable for teachers to further expand
their knowledge to get the importance of assessment
in learning process. Information must be applied so
that children learnt what is needed for their
academic life. Further research can provide a
program that can offer insight for teachers in
applying the assessment; the government is
expected to give awareness to describing the
capabilities development program as a follow-up
assessment of the condition of teachers in the field.
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Ade Dwi Utami was born in Medan, Sumatera Utara, Indonesia on

September 16, 1985, she obtained her first degree of Bachelor of Education
from Universitas Negeri Jakarta, Indonesia. Then she has worked as a
kindergarten and elementary teacher at Al-Azhar Kemang Pratama School.
She Continued her studying for Master of Education in Universitas Negeri
Jakarta, Indonesia. Then she has worked in Universitas Negeri Jakarta,
Indonesia as a lecturer until now.