Implications of the Differences Between Scoring and Assessment in Learning Evaluation in the Era of the Merdeka Curriculum

Abstract

The implementation of the Kurikulum Merdeka has introduced new challenges in learning evaluation, particularly regarding teachers’ misconceptions in distinguishing scoring from assessment. This issue leads to inconsistent interpretation of student achievement, biased grading practices, and ineffective formative assessment within digital platforms such as e-Rapor and ANBK. This study aims to analyze the conceptual differences between scoring and assessment and examine their implications for evaluation quality in schools. A literature review method was employed using sources published between 2015–2024 that are relevant to competency-based assessment, measurement theory, and evaluation practices in Indonesian education. Data were analyzed through concept identification, theoretical comparison, and thematic synthesis. The findings indicate that misunderstanding the relationship between numerical scores and qualitative interpretation results in inaccurate evaluation, weak feedback mechanisms, and inconsistent grading standards across schools. This study contributes theoretically by clarifying the conceptual boundary between scoring and assessment, and practically by offering recommendations to strengthen teachers’ professional competence in implementing competency-based evaluation under the Kurikulum Merdeka.