chapter iv the technique of assessment
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CHAPTER IV THE TECHNIQUE OF ASSESSMENT. Performance Assessment Definition : Performance assessment is an assessment conducted by observing the activities of learners in doing something Consists of: Psychomotor Skills and Process skills. THE IMPORTANT THINGS IN PERFORMANCE ASSESSMENT. - PowerPoint PPT PresentationTRANSCRIPT
CHAPTER IVTHE TECHNIQUE OF ASSESSMENT
A. Performance AssessmentDefinition : Performance assessment is an assessment conducted by observing the activities of learners in doing somethingConsists of: Psychomotor Skills and Process skills.
THE IMPORTANT THINGS IN PERFORMANCE ASSESSMENT
• Performance measures that are expected to do learners must clearly demonstrate the performance of a competence.
• Completeness and accuracy aspects that will be assessed in the performance.
• Special abilities are required to complete the task.• Strive ability to be assessed not too much, so that all can be
observed.• Ability to be assessed sorted by the order to be observed.• To minimize the subjectivity factor, needs to be assessed by
more than one person, so the results are more accurate assessment.
THE METHOD OF ASSESSMENT
1. "Check List"Assessment done when students demonstrate mastery of specific competency criteria that can be observed by the assessor by marking with two absolute choice. If it can not be observed, the students are not getting the value.More practical checklists used to observe the subject in large quantities
Example of Checklist Assessment : The use of Body Thermometer
No Aspects of the Assessed True False1 Thermometer is removed from its place by holding the end there is no mercury.
2 Mercury lowered position on the lowest scale by swinging the thermometer quickly from top to bottom, and hand position when holding the stick to the end that there is no water mercury
3 Checking whether mercury has been at the base.
4 Install a thermometer on a sensitive part of the body for at least 3 minutes.
5 Took the thermometer out of the body while holding the tip of the water that no mercury.
6 Reading the mercury with the eye position parallel with the surface of liquid mercury.
Scores achieved
The maximum score
•Description:• if true it will get a score 1• if false it will get a score 0
2. Rating Scale (Rating Scale).Rating of performance using a rating scale allows the appraiser gives the mean of the control of a particular competency, because the provision of a continuum in which the value of the option value is more than two categories. Rating scale ranges from imperfect to perfect. For example: 1 = not competent, 2 = moderately competent, 3 = competent, 4 = very competent. To minimize the subjectivity factor, should be assessed by more than one person, so the results are more accurate assessment.
Example of Rating ScaleExperimental Rating of heat can change the temperature and states
of matter
No Aspects of the AssessedScore
1 2 3 4
1 How to set up and install device and materials to be used.
2 How to enter the water and ice into the vessel
3 How to turn on and turn off the methylated spirits lights
4 How to read a thermometer scale
Scores achieved
The maximum score
• THE RUBRIC OF SCORE• Score 3. Exactly, If
– How to prepare and install the tools and materials that will be used appropriately, quickly (skills).
– How to enter the water and ice into the laver carefully (water does not spill).– How to turn on and turn off the lights spritus (caution and close spritus when the
lights will be turned off).– How to read a thermometer scale (perpendicular eye view).
• Score 2. Less Exactly, If-- Less Right, if and fast (less skilled).-- Less Exactly, if inadvertently (water spill).-- Less Exactly, If (and inadvertently spilled water).-- Less Exactly, If (the eye is less perpendicular).
• Score 1. Not Exactly, If-- Not Exactly, if less precise and slower (no skill at all).-- Not Exactly, if not careful (water spill).-- Not Exactly, If (not careful and do not close when the lights spritus will be
turned off, but blown).-- Not Exactly, If (eye sight is not perpendicular / false reading)
B. Attitude assessment
• According to Reid (Gokhale et al: 2009) attitude is“a positive or negative sentiment or mental state, that is learned and organized through experience on the affective and conative responses of an individual toward some other individual, object, or event”.
• Attitude is an expression of values or a outlook on life that is owned by someone. Attitudes can be formed causing "behavior or actions" to be desired.
• Attitude consists of three components, namely: affective, cognitive, and conative
THE OBJECT OF THE ATTITUDE THAT NEEDS TO BE ASSESSED
• Attitudes toward the subject matter. • Attitudes toward teachers / tutors. • Attitudes towards the learning process. • Attitudes related to values or norms related to the learning material.
2. ATTITUDE ASSESSMENT METHOD
a)Behavioral observation Person's behavior in general showed a tendency in something.
Example of behavioral observationBOOK DIARY OF LEARNERS
(Name of school) • Subjects : ________________________• Class : ________________________• School year : ________________________• Name of teacher : ________________________
Jakarta, 2006
Examples of the contents Diary:
No Day/Date Name of Students
Events (positive or negative)
Follow-up
123
B. Assessment of scientific attitude
Definition: "students 'attitudes toward science may have an effect on students' motivation, interest, and achievement in the sciences".
Furthermore, Glick (Morrell and Lederman, 1998: 76) says "students' attitudes toward science Appear to be shape by the same factor: teachers, learning environment, self-concept, peers, and parental influence
Example format of assessment of scientific attitude in physics learning
No Name of student
Indicator of scientific attitude assessment (character)
Religious Curiosity Discipline
1 2 3 1 2 3 1 2 3
1 2
etc
The rubric of scoring1) ReligiousDescriptors:• Participate in recitations of the Qur'an• Dressed in accordance with the provisions of religion• Seating position between the student and the student lai not coexist
2) CuriosityDescriptors• asking questions• attentive• initiative
3) DisciplineDescriptors:• Came on time• Serious in following the lecture• Participate in enforcing the rules
Scoring:• 4 when three descriptors appear• 3 if two descriptors appear• 2 when the descriptor appear• 1 if none of the descriptors that appear
b. Direct questionsSteps:1. Ask "directly or interview about a person's attitude related
to something2. Based on the answers and other reactions that appear in
the answer can be understood that the attitude of the students towards the attitude object
3. Teachers can use the data obtained to assess attitudes and foster learners
Example: "Student Attitudes Toward Improved Environmental Order".
c. Personal report
Steps :1. Learners were asked to review or response
that contains a view of an issue, situation, or thing which is the object attitude
2. Teachers assess student attitudes based on the reviews made by learners that can be read and understood its attitude tendencies
C. Written assessment
Definition In writing assessment conducted with a written test . The written test is a test in which questions and answers are given to the students in writing . In answer the learners do not always respond in the form of writing an answer but can also be in other forms such as marking , coloring , drawing , and so forth .
Method of Assessment
There are two forms of the written test questions , namely :1. Choose an answer , which can be divided into :• Multiple choice• Two options (true - false, yes - no).• Match • Causation. 2. Supplying answers, divided into :• Stuffing or complete.• Short answer or short• Description.
C. Assessment of project
DefinitionProject assessment is an assessment of the tasks to be completed in the period / time. The task in the form of an investigation from planning, data collection, organizing, processing and presenting data.
Project appraisal can be used to determine the understanding, ability to apply, investigation skills and the ability to inform students on a particular subject clearly
Example Assessment ProjectAssessment investigation the determination of oil foods viscosity on the market
No Aspects of the assessed DescriptionScore
1 2 3 41 Planning / Preparation Contains of topics, objectives, materials /
equipment, work steps, schedule, time, estimation, data will be obtained, where research, observation format.
2 Data Collection Data recorded by topic, clear and complete. Correct use of tools and materials.
3 Data processing There is a classification of data, interpretation of data according to the research objectives.
4 Data presentation and reporting
Formulate a topic, formulate research objectives, write the tools and materials, outlines activity steps. Systematically report writing, use of communicative language. Presenting the complete data, contains conclusions and suggestions
Total Score
E. Product Assessment
• Definition Product assessment is an assessment of manufacturing process and quality of a product. Product assessment includes assessing learners' ability to make the products of technology and art, such as: food, clothing, works of art (statues, painting, drawing), the goods are made from wood, ceramic, plastic, and metal.
Examples of assessment ProductAssessment of making a simple electric bell
No Aspects of the ssessed
Score1 2 3 4
1 The components used
2 The accuracy of stringing
3 aesthetics Total Score
Rubric:
The components used• Score 4 if using the component: bell, switch, resistor, battery, indicator lights.• Score 3 if using the component: bell, switches, resistors, battery• Score 2 if using the components: bell, switch, battery.• Score 1 if using the components: bell, battery. The accuracy of stringing• Score 4 if the accuracy of the circuit arrangement and neatness soldering
components.• Score 3 if the accuracy of the circuit arrangement of the components but not
neat soldering.• Score 2 if no proper arrangement of circuit components but neat soldering.• Score 1 if no proper arrangement of circuit components and soldering untidy.
F. Portfolio assessment
• Definition Portfolio assessment is continuous assessment based on the collection of information that shows the development of the ability of learners in a given period. Such information may include the work of students from the learning process are considered best by the students , the results of the test ( not value ) or other form of information associated with a specific competence in a subject .
Examples of Portfolio AssessmentAssessment preparation of examples of the application of physics concepts in
other disciplines
No Physics concept Concept/Other disciplines
Example
G. Self-Assessment
• Definition Self-assessment is an assessment technique in which students were asked to rate themselves relating to the status, the process and the level of achievement of competencies learned. Self-assessment techniques can be used to measure the competence of cognitive, affective and psychomotor.
Examples of Self-Assessment
No Topic Responses Description
1
Fluid mechanics
a. Static fluid
b. Liquid surface tension
c. Viscosity of the fluid
d. Fluid dynamic
1 0
1: understand
0: do not understand
2
Kinetic Theory of Gases
1. Ideal gas equation
2. Kinetic theory of gases
BAB V TUJUAN PEMBELAJARAN KOGNITIF
• Taksonomi adalah usaha pengelompokan sesuatu yang disusun dan dianut berdasarkan ciri-ciri tertentu. Taksonomi dalam bidang pendidikan terkenal dengan taksonomi tujuan pembelajaran. Dasar diperlukan taksonomi tujuan pembelajaran adalah :
1. Perlu adanya penjelasan terminologi tujuan yang digunakan dalam tujuan pembelajaran sebab tujuan ini berfungsi untuk memberikan arah kepada proses belajar dan menentukan prilaku yang dianggap sebagai bukti hasil belajar.
2. Sebagai alat yang dapat membantu guru dalam mendeskripsikan dan menyusun tes, teknik penilaian.
Pembagian Ranah Tujuan Pembelajaran
1. Tujuan Kognitif berorientasi kepada kemampuan berfikir mencakup kemampuan intelektual yang lebih sederhana sampai dengan kemampuan untuk memecahkan suatu masalah (problem solving).
2. Tujuan Afektif yang berhubungan dengan perasaan, emosi, system nilai dan sikap hati yang menunjukkan penerimaan atau penolakan terhadap sesuatu.
3. Tujuan psikomotor berorientasi kepada keterampilan motorik yang berhubungan dengan anggota tubuh atau tindakan (action) yang memerlukan koordinasi antara syaraf dan otot.
Pembahagian Tujuan Ranah Kognitif Menurut BS Bloom
1. Pengetahuan (ingatan) (C1)Pengetahuan seseorang untuk mengingat-ingat kembali (recall) atau mengenali kembali tentang nama, istilah, ide, gejala, rumus-rumus dan sebagainya tanpa mengharapkan kemampuan untuk menggunakannya.
• • Pemahaman (komprehensi) (C2)• Pemahaman adalah tingkatan kemampuan kognitif yang
mengharapkan seseorang (testee) mampu untuk mengerti/memahami tentang arti atau konsep, situasi, serta fakta yang diketahuinya. Testee tidak hanya hapal secara verbalistis saja, tetapi memahami konsep dari masalah atau fakta yang ditanyakan.