LEARNING PLAN (LP)
Session 1
Subject	Code	Sks	Semester	
Assessment of Learning Outcomes	KPN0226	2	V	
	
Basic Competency	Describe definition, basic of characteristics and functions of classroom based assessment	
Indicator 	1.	Explain the definition of CBA
2.	 Explain the basics of CBA
3.	Explain the characteristics of CBA
4.	Explain the function of CBA	
Materials	Classroom based assessment (CBA)
-	definition of CBA
-	the basics of CBA
-	characteristics of CBA
-	function of CBA	
Learning methods::
	Approach/Model		
	Method	Discussion, Task, Question and answer	

Learning activities
	
phase	Learning activities	Media / Learning Resources	
Introduction	Provide initial guidance on contracts lectures and instill discipline in students so that they can come to the next meeting on time and also accuracy handover at the next meeting. Motivate students through the question and answer about the position and importance of the assessment carried out on students by showing a diagram illustrating the attachment between the 4 main components of the learning system and associate well with the religious values ​​that we must also be able judge themselves as God's creatures. An overview of the competencies to be achieved.	
Media :      LCD

sources:
1.	Basrowi, Siskandar, 2012, Evaluation of Performance-Based Learning, Bandung: Karya Putra Darwati
2.	Arikunto, Suharsimi, 1999, Evaluation Basics Education, Jakarta: Bina Literacy
3.	Zulhelmi, 2007, Assessment of Learning Outcomes Physics. Pekanbaru: Wise Insani	
Presentation	Lecturers guide students to be able to conclude definition of classroom-based assessment "through class discussion methods
Students under the direction of lecturers through the question and answer can understand the basics of all the characteristics and functions of classroom-based assessment and can cultivate an attitude of curiosity		
Conclude	Students under the guidance of lecturers conclude the teaching Materialss on the definition, basic characteristics and functions of classroom-based assessment
Lecturer gives verbal assessment of the Materials that has been studied and provide direction for the follow-up of the Materials that students should learn for the next meeting,		

Assessment:
1.	The verbal test
a.	How does the position of classroom-based assessment in the learning system in Indonesia?
b.	Explain about the basic characteristics and principles of classroom-based assessment!

2.	Scientific Attitude Assessment (character)

SCIENTIFIC ATTITUDE ASSESSMENT (CHARACTER)
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											
Rubric
1.	Religious
Descriptors:
a.	ressed in accordance with the provisions of religion
b.	seating position between male students and female not coexist
c.	pray before beginning the lecture

2.	Curiosity
Descriptors
a.	asking questions
b.	attentive
c.	initiative

3.	Discipline
a.	Came on time
b.	Serious in following the lecture
c.	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
Pekanbaru,  2 September 2013
Lecturer

Dra. Hj Zulhelmi, MPd
NIP.196210011986032002

LEARNING PLAN (LP)
Session 2

Subject	Code	Sks	Semester	
Assessment of Learning Outcomes	KPN0226	2	V	
	
Basic Competency	Describe the principles, requirements, criteria of CBA and approach in the assessment	
Indicator 	1.	Explain the principles of CBA
2.	Explain the requirements of CBA
3.	Elaborate criteria of CBA
4.	Distinguish the various approaches in the assessment of learning outcomes	
Materials	Classroom-based assessment
-	Principles of CBA
-	requirements of CBA
-	Criteria of CBA
-	The approach in the assessment of learning outcomes	
Learning methods::
	Approach/Model		
	Method	Discussion, Task, Question and answer	

Learning activities
	
Phase	Learning activities	Media/Learning Resources	
Introduction	Remind students to always pray before the move because prayer is the "mother of Worship" Motivate and apperception of assessment in the perspective of national education "according to students through questioning and discussing the importance of teachers in assessing students' skills. Delivering competencies to be achieved about the principles, terms, and classroom-based assessment criteria used in the assessment approach.	
Media :      LCD

sources:
1.	Basrowi, Siskandar, 2012, Evaluation of Performance-Based Learning, Bandung: Karya Putra Darwati
2.	Arikunto, Suharsimi, 1999, Evaluation Basics Education, Jakarta: Bina Literacy
3.	Zulhelmi, 2007, Assessment of Learning Outcomes Physics. Pekanbaru: Wise Insani	
Presentation	Students observe and discuss exposure of lecturers on the principles, requirements and assessment criteria.
Students explore their own (independent) with a sense of responsibility by reference to existing approaches in the assessment of learning outcomes and discussed in the classical advantages and disadvantages of each approach in the assessment of learning outcomes physics.
Lecturers facilitate and set the course of class discussions and give emphasis on the important points, especially in the teaching of physics.
		
Conclude	Students under the guidance of lecturers conclude the teaching Materialss on definitions, requirements criteria of classroom-based assessments and approaches used in the assessment of learning outcomes physics.
Lecturer gives verbal assessment of the material that has been studied and provided direction for the follow-up of the Materials that students should learn for the next meeting, and asked the students to bring the syllabus and textbooks of physics for SMP/SMA.		

Assessment:
1.	The verbal test
a.	Explain the principles, requirements classroom-based assessment criteria.
b.	Give examples of PAP and PAN in physics assessment.
2.	Attitude assessment

SCIENTIFIC ATTITUDE (CHARACTER)
No	Name of student	Indicator of scientific Attitude Assessment (character)	
		     Independent
	Religious	Discipline	
		1	2	3	1	2	3	1	2	3	
1											
2											
Etc											
Rubric
1.	Independent
Descriptors:
a.	Learn the Materials before the lecture
b.	Looking for the task its own
c.	Have more than one reference book     
-281017386.	
2.	Religious
Descriptors:
a.	ressed in accordance with the provisions of religion
b.	seating position between male students and female not coexist
c.	pray before beginning the lecture
3.	Discipline
a.	Came on time
b.	Serious in following the lecture
c.	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
Pekanbaru,  2 September 2013
Lecturer

Dra. Hj Zulhelmi, MPd
NIP.196210011986032002

LEARNING PLAN (LP)
Season 3

Subject	Code	Sks	Semester	
Assessment of Learning Outcomes	KPN0226	2	V	
	
Basic Competency	Develop learning objectives according to Bloom's Taxonomy in physics	
Indicator 	1.	Explain learning objectives in cognitive domain
2.	 Develop cognitive domain learning objectives in physics of SMP / SMA
3.	 Explain learning objectives in the affective domain
4.	 Develops the learning objectives in the affective domain in physics of SMP / SMA
5.	Explain learning objectives in the psychomotor domain
6.	Develops the learning objectives in the psychomotor domain in physics of SMP / SMA	
Materials	Taxonomy of learning objectives according to BS Bloom 
-	Cognitive Domains
-	Affective domains
-	Psychomotor domains	
Learning methods::
	Approach/Model		
	Method	Discussion, Task, Exercise	

Learning activities
	
Phase	Learning activities	Media/learning resources	
Introduction	Motivating students to always pray before activity so that the knowledge gained was a blessing. Apperception and ask questions about the principles, requirements and assessment criteria through the question and answer. Delivering competencies to be achieved on the learning objectives in physics.
	
Media: LCD

sources:
1.	Basrowi, Siskandar, 2012, Evaluation of Performance-Based Learning, Bandung: The work of Putra Darwati
2.	 Ibrahim, Muslim, 2005, Sustainable Assessment, Surabaya, Unesa University Press
3.	 Zulhelmi, 2007, Assessment of Learning Outcomes Physics. Pekanbaru: Wise Insani	
Presentation	Students observe lecturer explanation of the three domains of learning objectives by BS Bloom.
Students under the guidance of lecturer practice developing physics formulate learning objectives for the cognitive, affective and psychomotor.		
Conclude	Students with lecturer concluded the subject matter.
Students quiz
Lecturer asked the students to learn the subject matter at the next meeting.		

Assessment:
Written quiz
	Develop each of the learning objectives in the cognitive domain of physics in SMP/SMA!

SCIENTIFIC ATTITUDE (CHARACTER)
No	Name of student	Indicator of scientific Attitude Assessment (character)	
		
responsibility
	
religious
	hard work	
		1	2	3	1	2	3	1	2	3	
1											
2											
etc											
Rubric
1.	 responsibility
Descriptors:
a.	Complete the tasks mandated
b.	Help troubled friend in the task
c.	Worked selflessly

2.	Religious
Descriptors:
a.	ressed in accordance with the provisions of religion
b.	seating position between male students and female not coexist
c.	pray before beginning the lecture

3.	Hard work
Descriptors: 
a.	Indeed the task
b.	Tasks done as well as possible
c.	Using references other than those specified

Scoring:
-	4 when three descriptors appear
-	3 if two descriptors appear
-	2 when the descriptor appear
-	1 if none of the descriptors that appear
Pekanbaru,  2 September 2013
Lecturer

Dra. Hj Zulhelmi, MPd
NIP.196210011986032002

LEARNING PLAN (LP)
Season 4

Subject	Code	Sks	Semester	
Assessment of Learning Outcomes	KPN0226	2	V	
	
Basic Competency	Developing various techniques of learning outcomes assessment in physics	
Indicator 	1.	Develop a written assessment techniques
2.	Develop performance assessment techniques
3.	Develop a scientific attitude assessment techniques
	
Materials	Techniques assessment of learning outcomes
-	Written Assessment
-	Assessment of performance
-	Assessment of scientific attitude 	
Learning methods::
	Approach/Model	Cooperative Learning Model	
	Method	Discussion, Question and answer, Excercise	

Learning activities
	
Phase	Learning activities	Media/learning resources	
Introduction	Inculcate religious attitudes by asking the student recitations of the Qur'an. Motivating well apperception by providing additional score for students who can answer questions about the Materials to be studied today. Delivering competence to be obtained on written assessment, performance and scientific attitude.	Media: LCD

sources:
1.	Basrowi, Siskandar, 2012, Evaluation of Performance-Based Learning, Bandung: The work of Putra Darwati
2.	Ibrahim, Muslim, 2005, Sustainable Assessment, Surabaya, Unesa University Press
3.	Zulhelmi, 2007, Assessment of Learning Outcomes Physics. Pekanbaru: Wise Insani.
4.	Zulhelmi, 2012, Class-Based Software Development assessment Materials science Physics SMP (Research Report)	
Presentation	Presents the Materials in general and expressed tasks that will be done by student
Ask students sit in cooperative groups that have been defined and distributed LKM "Written Assessment Technique, Performance, Scientific Attitude"
Guiding students in tasks in LKM
Moderator for the course class discussion by asking three groups as presenters and other groups respond.
Strengthen and complement the things that are still not perfect from the work of students		
Conclude	
Students with lecturer concluded Materials.
Students quiz
Giving group award for the group that works well
Lecturer asked the students to learn Materialss at the next meeting.		

Assessment:
1.	Written quiz
             Explain the three aspects of the requirements in developing of learning outcomes test!
2.	Assessment of Scientific Attitude

SCIENTIFIC ATTITUDE (CHARACTER)
No	Name of students	Indicators of scientific attitude (character)	
		
religious
	
cooperate
	Responsibility	
		1	2	3	1	2	3	1	2	3	
1											
2											
Etc											
Rubric
1.	Religious
Descriptors:
a.	Participate in recitations of the Qur'an
b.	Dressed in accordance with the provisions of religion
c.	Seating position between the student and the student lai not coexist

-281017387.	
2.	Cooperate
Descriptors
a.	Always in a group
b.	Working on a task in the task group
c.	Remind friends who fails in the task group
3.	Responsibility
Descriptors
a.	Complete the tasks mandated
b.	Help troubled friend in the task
c.	Worked selflessly

Scoring:
-	4 when three descriptors appear
-	3 if two descriptors appear
-	2 when the descriptor appear
-	1 if none of the descriptors that appear
Pekanbaru,  2 September 2013
Lecturer

Dra. Hj Zulhelmi, MPd
NIP.196210011986032002

LEARNING PLAN (LP)
Season 5

Subject	Code	Sks	Semester	
Assessment of Learning Outcomes	KPN0226	2	V	
	
Basic Competency	Developing various techniques of learning outcomes assessment in physics	
Indicator 	1.	Develop project appraisal techniques.
2.	Develop product assessment techniques.
3.	Develop self-assessment techniques.
4.	Develop portfolio assessment techniques 	
Materials	-	Assessment of project
-	Assessment of products
-	Self-assessment
-	Assessment of portfolio	
Learning methods::
	Approach/Model	Cooperative Learning Model	
	Method	Discussion, Question and answer, Task, Exercise	

Learning activities
	
Phase	Learning activities	Media/Learning resources	
Introduction	Inculcate religious attitudes by asking the student recitations of the Qur'an. Motivating well apperception by providing additional score for students who can answer questions about the Materials that will be studied today.
Deliver competence to be obtained about the project assessment, product assessment, self-assessment, portfolio assessment.	
Media: LCD

sources:
1.	Basrowi, Siskandar, 2012, Evaluation of Performance-Based Learning, Bandung: The work of Putra Darwati
2.	Ibrahim, Muslim, 2005, Sustainable Assessment, Surabaya, Unesa University Press
3.	Zulhelmi, 2007, Assessment of Learning Outcomes Physics. Pekanbaru: Wise Insani.
4.	Zulhelmi, 2012, Class-Based Software Development assessment Materials science Physics SMP (Research Report)	
Presentation	Materials presents a general and convey task will be done by students
Ask students to sit in cooperative groups that have been defined and distributed LKM "Written Assessment Technique, Performance, Scientific Attitude"
Guide students in doing the task in LKM
Discussion moderated the course of the class by asking three groups as presenters and other groups respond.
Strengthen and complement the things that are still not perfect from the work of students		
Conclude	Students with lecturer concluded Materials.
Students quiz
Giving group award for group that works well
Lecturer asked the students to learn Materialss at the next meeting.		

Assessment:
1.	Written quiz
Write down the steps in developing assessment
a)	Project
b)	Self
2.	Performance assessment
Make an example of the Task form in physics at the junior / senior high school in the assessment of the project / product / self or portfolio
3.	Assessment of scientific attitude

SCIENTIFIC ATTITUDE ASSESSMENT (CHARACTER)
No	Name of students	Indicator of scientific attitude assessment (character)	
		Religious	Cooperate	Responsibility	
		1	2	3	1	2	3	1	2	3	
1											
2											
Etc											
Rubric
1.	Religious
Descriptors:
a.	Participate in recitations of the Qur'an
b.	Dressed in accordance with the provisions of religion
c.	Seating position between the student and the student lai not coexist

-281017387.	
2.	Cooperate
Descriptors
a.	Always in a group
b.	Working on a task in the task group
c.	Remind friends who fails in the task group
3.	Responsibility
Descriptors
a.	Complete the tasks mandated
b.	Help troubled friend in the task
c.	Worked selflessly

Scoring:
-	4 when three descriptors appear
-	3 if two descriptors appear
-	2 when the descriptor appear
-	1 if none of the descriptors that appear
Pekanbaru,  2 September 2013
Lecturer

Dra. Hj Zulhelmi, MPd
NIP.196210011986032002

LEARNING PLAN (LP)
Season 6

Subject	Code	Sks	Semester	
Assessment of Learning Outcomes	KPN0226	2	V	
	
Basic Competency	Describe the types of written tests physics learning outcomes	
Indicator 	1.	Explain the types of tests based on the contents of the test.
2.	Explain the types of tests based on how execution of tests.
3.	Distinguishing standard with teacher-made tests	
Materials	Types of test learning outcomes based on the contents and how to implement
	
Learning methods::
	Approach/Model		
	Method	Discussion, Question and answer, Excercise (drill)	

Learning activities
	
Phase	Learning activities	Media/Learning resources	
Introduction	Inculcate religious attitudes by asking the student recitations of the Qur'an. Motivating well apperception by asking several group present Task performances as a Task that has made ​​the previous meeting seriously.
Deliver competence to be obtained about the type of learning outcomes test based on the content and how to implement it.	
Media: LCD

sources:
1.	Ministry of Education, 2004, the Development of assessment System, Jakarta.
2.	Ibrahim, Muslim 2005, Sustainable Assessment, Surabaya, Unesa University Press
3.	Zulhelmi, 2007, Assessment of Learning Outcomes Physics. Pekanbaru: Wise Insani	
Presentation	Students observe lecturer explanations and examples of the types of tests in physics
Students develop a physics learning outcomes test based on the type of physics material in junior / senior high school with a sense of responsibility
Students can comparing between teacher-made tests with standardized tests on physics materials of SMP / SMA		
Conclude	Students participate with lecturer concluded Materials lessons about the kind of tests based on content and implementation.
Provide a written assessment.
Materials lecturer asked the students to learn the lesson at the next meeting 		

Assessment:
1.	The written test
a)	Explain the types of tests based on the content and the way its implementation.
b)	Compare the advantages and disadvantages of testing standards and teacher-made tests.
2.	Scientific Attitude Assessment (Character)

SCIENTIFIC ATTITUDE ASSESSMENT (CHARACTER)
No	Name of students	Indicator of scientific attitude assessment (character)	
		Religious	Diciplin	Responsibility	
		1	2	3	1	2	3	1	2	3	
1											
2											
Dst											
Rubric
1.	Religious
Descriptors:
a.	Participate in recitations of the Qur'an
b.	Dressed in accordance with the provisions of religion
c.	Seating position between the student and the student lai not coexist

-281017387.	
2.	Discipline
a.	Came on time
b.	Serious in following the lecture
c.	Participate in enforcing the rules

3.	Responsibility
Descriptors
a.	Complete the tasks mandated
b.	Help troubled friend in the task
c.	Worked selflessly

Scoring:
-	4 when three descriptors appear
-	3 if two descriptors appear
-	2 when the descriptor appear
-	1 if none of the descriptors that appear
Pekanbaru,  2 September 2013
Lecturer

Dra. Hj Zulhelmi, MPd
NIP.196210011986032002

LEARNING PLAN(LP)
Season 7

Subject	Code	Sksop	Semester	
Assessment of Learning Outcomes	KPN0226	2	V	
	
Basic Competency	Develop blueprint of physics question	
Indicator 	1.	Describes the development steps of test blueprint of physics learning outcomes
2.	Develop blueprint of physics learning outcomes 	
Materials	Blueprint of question.
-	Step in the development of blueprint question
-	Development of blueprint question in physics (SMP/SMA)	
Learning methods::
	Approach/Model	Model Direct Instruction	
	Method	Sharing information, Question and answer, Exercise	

Learning activities
	
Phase	Learning activities	Media/Learning resources	
Introduction	Inculcate religious attitudes by asking the student recitations of the Qur'an. Motivating well apperception by asking several groups present Task performance as a Task that has made ​​previous meetings with a sense of responsibility.
Deliver competencies to be gained about the development of grating physics question.	
Media: LCD

sources:
1.	Ministry of Education, 2004, the Development of assessment System, Jakarta.
2.	Ibrahim, Muslim 2005, Sustainable Assessment, Surabaya, Unesa University Press
3.	Zulhelmi, 2007, Assessment of Learning Outcomes Physics. Pekanbaru: Wise Insani
	
Presentation	Deliver declaratively the steps in the development of physics learning outcomes test
Explain in detail the definition and step in the development of grating question
Students pay attention the explanation given by the by lecturer carefully
Students pay attention step by steps taken in the development of an example grating of physics learning outcomes test is presented by lecturer.
Students in groups seriously develop grating of test physics learning outcomes for one semester, by lecturer guiding actively		
Conclude	Students with lecturer concluded learning materials.
Give verbal assessment
Lecturer asked the students to learn learning materials at the next meeting.		

Assessment:
1.	The verbal test:
a.	Explain the 8 steps in the development of learning outcomes test
b.	Mention the purpose of development of grating question
2.	Performance assessment
Develop grating question physics learning outcomes test Junior / high school for a semester!
3.	Scientific attitude assessment (character)

SCIENTIFIC ATTITUDE ASSESSMENT (CHARACTER)
No	Name of students	Indicator of scientific attitude assessment (character)	
		Religious	Dicipline	Responsibility	
		1	2	3	1	2	3	1	2	3	
1											
2											
etc											
Rubric
1.	Religious
Descriptors:
a.	Participate in recitations of the Qur'an
b.	Dressed in accordance with the provisions of religion
c.	Seating position between the student and the student lai not coexist

-281017387.	
2.	Discipline
Descriptors
a.	Came on time
b.	Serious in following the lecture
c.	Participate in enforcing the rules

3.	Responsibility
Descriptors
a.	Complete the tasks mandated
b.	Help troubled friend in the task
c.	Worked selflessly

Scoring:
-	4 when three descriptors appear
-	3 if two descriptors appear
-	2 when the descriptor appear
-	1 if none of the descriptors that appear
Pekanbaru,  2 September 2013
Lecturer

Dra. Hj Zulhelmi, MPd
NIP.196210011986032002
LEARNING PLAN (LP)
Season 8

Subject	Code	Sks	Semester	
Assessment of Learning Outcomes	KPN0226	2	V	
	
Basic Competency	Designing and developing a written test of physics learning outcomes	
Indicator 	1.	Distinguishing objective test and essay test
2.	Develop objective tests of physics
3.	Develop essay tests of physics.	
Materials	The design of making objective and essay tests	
Learning methods::
	Approach/Model	Cooperative learning	
	Method	Discussion. Question and answer. Exercise	

Learning activities
	
Phase	Learning activities	Media/Learning resources	
Introduction	Inculcate religious attitudes by asking the student recitations of the Qur'an. Motivate students as well apperception by asking several students to answer questions question that must be made on a when given some Basic Competency and some indicators and a lot of questions that will be made ​​according to the task before the meeting.
Deliver competencies to be gained about the development of a written essay and objective test grating physics question.	
Media: LCD

sources:
1.	Ministry of Education, 2004, the Development of assessment System, Jakarta.
2.	Ministry of Education, 2003, the Special Guidelines for Syllabus Development of and Physics assessment
3.	Zulhelmi, 2007, Assessment of Learning Outcomes Physics. Pekanbaru: Wise Insani	
Presentation	Presents the material in general and expressed the task that will be done by students
Ask students to sit in cooperative groups that have been defined and distributed SWS " Objective Test and Essay Tests"
Guiding students who cooperated in doing tasks in SWS
Moderate the the course of class discussion by asking the three groups as presenters and other groups responded
Strengthen and complement the things that are still not perfect from the work of students		
Conclude	Students with lecturer concluded with learning materials of responsibility.
Students quiz
Giving group award for group that works well 
Lecturer asked the students to learn learning materials at the next meeting.		

Assessment:
1.	Written quiz
a.	Write down each "2 advantages and disadvantages of objective test and essay test!
b.	Make each of the example problems of physics at the level of analysis for objective test and essay!
2.	Performance Appraisal
Develop physics question set SMP / SMA as many as 20 items objective with a complete range of 4 options, 10 point multiple association, 5 grains relationships between terms table based on grating questions had created!
3.	Scientific attitude assessment (character)

SCIENTIFIC ATTITUDE ASSESSMENT (CHARACTER)
No	Name of students	Indicator of scientific attitude assessment (character)	
		Religious	Cooperate	Responsibility	
		1	2	3	1	2	3	1	2	3	
1											
2											
etc											
Rubric
1.	Religious
Descriptors:
a.	Participate in recitations of the Qur'an
b.	Dressed in accordance with the provisions of religion
c.	Seating position between the student and the student lai not coexist

-281017387.	
2.	Cooperate
Descriptors
a.	Always in a group
b.	Working on a task in the task group
c.	Remind friends who fails in the task group
3.	Responsibility
Descriptors
a.	Complete the tasks mandated
b.	Help troubled friend in the task
c.	Worked selflessly

Scoring:
-	4 when three descriptors appear
-	3 if two descriptors appear
-	2 when the descriptor appear
-	1 if none of the descriptors that appear
Pekanbaru,  2 September 2013
Lecturer

Dra. Hj Zulhelmi, MPd
NIP.196210011986032002

LEARNING PLAN (LP)
Season 10

Subject	Code	Sks	Semester	
Assessment of Learning Outcomes	KPN0226	2	V	
	
Basic Competency	Scoring and grading in the assessment of learning outcomes	
Indicator 	1.	Describes how a wide variety of objective test scoring
2.	Explain how scoring essay tests
3.	Explain the scoring procedure (grading) of learning outcomes	
Materials	scoring and grading in the assessment of learning outcomes	
Learning methods::
	Approach/Model	Direct Instruction	
	Method	Sharing information, Question and answer , Exercise	

Learning activities
	
Phase	Learning activities	Media/Learning resources	
Introduction	Inculcate religious attitudes by asking the student recitations of the Qur'an. Motivate students as well apperception by asking several students to answer the question "amount of question" that must be made on a BC when given some Basic Competency and amount of indicators and a lot of questions that will be made ​​according to the task before the meeting.
Deliver competence to be obtained about scoring objective and essay tests in physics.	
Media: LCD

sources:
1.	Ministry of Education, 2003, the Special Guidelines "Syllabus Development and Physics assessment
2.	Sudijono, Anas, 2001, Introduction to the Evaluation of Education, Jakarta: King Grafindo
3.	Zulhelmi, 2007, Assessment of Learning Outcomes Physics. Pekanbaru: Wise Insani	
Presentation	Deliver declaratively steps in physics learning outcomes test scoring both objective tests and essay tests,
Students pay attention the explanation given by the lecturer carefully
Students pay attention procedures performed in physics learning outcomes test scoring both objective and essay and is presented lecturer.
Students in groups scoring "test outcomes of learning physics that has been tested to the partner schools, lecturer guide actively		
Conclude	Students with lecturer concluded learning materials of objective tests and essay scoring.
Give verbal assessment
Lecturer asked the students to learn learning materials at the next meeting.		

Assessment:
1.	The verbal test
Explain the steps in "scoring essay test
2.	Penilaiaan performance
Scoring outcomes of tests that you have done to a group of SMP/SMA students in the school is the duty of your group!
3.	Scientific attitude assessment (character)

SCIENTIFIC ATTITUDE ASSESSMENT (CHARACTER)
No	Name of students	Indicator of scientific attitude assessment (character)	
		Religious	Creative	Responsibility	
		1	2	3	1	2	3	1	2	3	
1											
2											
Etc											
Rubric
1.	Religious
Descriptors:
a.	Participate in recitations of the Qur'an
b.	Dressed in accordance with the provisions of religion
c.	Seating position between the student and the student lai not coexist

-281017387.	
2.	Creative
Descriptors
a. Thinking beyond the demands of the task
b. Like to be a pioneer
c. Confidence
3.	Responsibility
Descriptors
a.	Complete the tasks mandated
b.	Help troubled friend in the task
c.	Worked selflessly

Scoring:
-	4 when three descriptors appear
-	3 if two descriptors appear
-	2 when the descriptor appear
-	1 if none of the descriptors that appear
Pekanbaru,  2 September 2013
Lecturer

Dra. Hj Zulhelmi, MPd
NIP.196210011986032002

LEARNING PLAN(RP)
Season 11

Subject	Code	Sks	Semester	
Assessment of Learning Outcomes	KPN0226	2	V	
	
Basic Competency	 Implement ways of converting raw scores into values with statistics	
Indicator 	1.	Implement a way to change the raw score to values with scale of 0-100 statistically
2.	Implementing change how raw scores into letter values with statistics	
Materials	Changes in raw scores into values with statistics	
Learning methods::
	Approach/Model	Direct Instruction	
	Method	Discussion, Question and answer , Excercise	

Learning activities
	
Phase	Learning activities	Media/Learning resources	
Introduction	Inculcate religious attitudes by asking the student recitations of the Qur'an. Motivate students as well apperception by asking several students to answer questions question the way scoring objective question with a variety of options to suit the task of completing the previous meeting.
Deliver competence to be obtained about the change raw scoring into value numbers and letters statistically in physics.	
Media: LCD

sources:
1.	Ministry of Education, 2003, the Special Guidelines "Syllabus Development and Physics assessment
2.	Sudijono, Anas, 2001, Introduction to the Evaluation of Education, Jakarta: King Grafindo
3.	Zulhelmi, 2007, Assessment of Learning Outcomes Physics. Pekanbaru: Wise Insani	
Presentation	Deliver declaratively the steps in changing physics learning outcomes test scoring both objective test and essay test to the value of numbers and letters
Students pay attention the explanation given by the lecturer carefully
Students pay attention procedures performed in transforming raw scoring into the value of numbers and letters that is modeled by the lecturer.
Students work in groups Task changing raw scores that have been obtained in the previous task group to value numbers and letters in physics.
Lecturers actively guiding and when found there are students who do not understand, lecturer will model the back.
Students completing performance tasks to completion.		
Conclude	Students with lecturer concluded materials of the change in raw scoring into letter grades and numbers in a statistical way.
Lecturer asked the students to learn materials at the next meeting of the raw scoring changes in other ways.		

Assessment:
1.	Performance Appraisal
Change the raw score data you get into value points with Percentage correction techniques
2.	Scientific attitude assessment (character)

SCIENTIFIC ATTITUDE ASSESSMENT (CHARACTER)
No	Name of students	Indicator of scientific attitude assessment (character)	
		Religious	Creative	Responsibility	
		1	2	3	1	2	3	1	2	3	
1											
2											
etc											
Rubric
1.	Religious
Descriptors:
a.	Participate in recitations of the Qur'an
b.	Dressed in accordance with the provisions of religion
c.	Seating position between the student and the student lai not coexist

-281017387.	
2.	Creative
Descriptors
a. Thinking beyond the demands of the task
b. Like to be a pioneer
c. Confidence
3.	Responsibility
Descriptors
a.	Complete the tasks mandated
b.	Help troubled friend in the task
c.	Worked selflessly

Scoring:
-	4 when three descriptors appear
-	3 if two descriptors appear
-	2 when the descriptor appear
-	1 if none of the descriptors that appear
Pekanbaru,  2 September 2013
Lecturer

Dra. Hj Zulhelmi, MPd
NIP.196210011986032002
LEARNING PLAN (LP)
Season 12

Subject	Code	Sks	Semester	
Assessment of Learning Outcomes	KPN0226	2	V	
	
Basic Competency	Applying the percentage correction method of T score and Z score in transforming raw scores	
Indicator 	1.	Implement ways of converting raw scores into letter values with Percentage correction
2.	Explain how the ranking of students by providing T score and Z score	
Materials	Changes in raw scores into a number value to the percentage correction of T score and Z score	
Learning methods::
	Approach/Model	Direct Instruction	
	Method	Sharing information, Question and answer, Exercise	

Learning activities
	
Phase	Learning activities	Media/Learning resources	
Introduction	Inculcate religious attitudes by asking the student recitations of the Qur'an. Motivate students as well apperception by asking several students to answer the question advantage of change in raw scoring into numeric values ​​by appropriate statistical materials before the meeting.
Deliver competence to be acquired about raw score changes to the value of numbers and letters by way of percentage correction and way of ranking students. 	
Media: LCD

sources:
1.	Ministry of Education, 2003, the Special Guidelines "Syllabus Development and Physics assessment
2.	Sudijono, Anas, 2001, Introduction to the Evaluation of Education, Jakarta: King Grafindo
3.	Zulhelmi, 2007, Assessment of Learning Outcomes Physics. Pekanbaru: Wise Insani
	
Presentation	Deliver declaratively the steps in changing physics learning outcomes test scoring both objective test and essay test to value of numbers and letters with Persentage correction and way of rank the students.
Students pay attention the explanation given by the lecturer carefully
Students pay attention procedures performed in transforming raw scoring into value numbers and letters in a way that persentagecorection modeled by lecturer.
Students in groups working on the task of transforming the raw scoring that have been obtained in the previous group assignments to be value numbers and letters in physics.
  Lecturers actively guiding and when found there are students who do not understand, lecturer will model the back.
Students completing performance tasks to completion.		
Conclude	Students with lecturer concluded materials about change in raw scoring into "value letters and numbers in a way Persentage correction and rank students.
Lecturer asked the students to learn materials at the next meeting about validity of test items.		

Assessment:
1.	Written test
2.	Scientific attitude assessment (character)

SCIENTIFIC ATTITUDE ASSESSMENT (CHARACTER)
No	Name of student	Indicator of scientific attitude assessment (character)	
		Religious	Dicipline	Responsibility	
		1	2	3	1	2	3	1	2	3	
1											
2											
etc											
Rubric
1.	Religious
Descriptors:
a.	Participate in recitations of the Qur'an
b.	Dressed in accordance with the provisions of religion
c.	Seating position between the student and the student lai not coexist

-281017387.	
2.	Discipline
Descriptors
a.	Came on time
b.	Serious in following the lecture
c.	Participate in enforcing the rules
3.	Responsibility
Descriptors
a.	Complete the tasks mandated
b.	Help troubled friend in the task
c.	Worked selflessly

Scoring:
-	4 when three descriptors appear
-	3 if two descriptors appear
-	2 when the descriptor appear
-	1 if none of the descriptors that appear
Pekanbaru,  2 September 2013
Lecturer

Dra. Hj Zulhelmi, MPd
            NIP.196210011986032002

LEARNING PLAN (LP)
Season 13

Subject	Code	Sks	Semester	
Assessment of Learning Outcomes	KPN0226	2	V	
	
Basic Competency	Applying the method to determine the validity of the test	
Indicator 	1.	Determine the validity of logic with empirical validity.
2.	Describes how to validate the test with the validity of logic
3.	Applying a way to validate outcomes learning test
4.	Applying how validate the question	
Materials	The validity of outcomes learning test	
Learning methods::
	Approach/Model	Direct Instruction	
	Method	Sharing information, Question and answer, Excercise	

Learning activities
	
Phase	Learning activities	Media/Learning resources	
Introduction	Inculcate religious attitudes by asking the student recitations of the Qur'an. Motivate students as well as apperception by asking several students to answer the question why it is important to understand the ability of a prospective teacher to rank students according to the material before the meeting.
Convey competence to be acquired on a value change in raw score numbers and letters in a way percentagecorrection and way of ranking the students.	
Media: LCD

sources:
1.	Sudijono, Anas, 2001, Introduction to the Evaluation of Education, Jakarta: King Grafindo.
2.	Djaali, Muljono, P, 2004, Measurement in Education,, Jakarta, PPS UNJ
3.	Ibrahim, Muslim 2005, Sustainable Assessment, Surabaya, Unesa University Press
4.	Zulhelmi, 2007, Assessment of Learning Outcomes Physics. Pekanbaru: Wise Insani	
Presentation	Delivering declaratively difference logic and empirical validity of physics learning outcomes and explains how to validate the test items test both objective and essay tests.
Students pay attention to the explanation given by the teacher carefully
Students observe procedures performed in a matter of validating questions and items for objective and essay tests as modeled by the teacher.
Students in groups working on the task validates the physics test questions that have been obtained in the previous task group with full responsibility
Lecturers actively guiding and when found there are students who do not understand, teachers will model the back.
Students completing the task performance creative to completion.		
Conclude	Students with lecturer conclude about the validity about the materials and items about physics.
Lecturer asked the students to learn materials at the next meeting.		

Assessment:
1.	Performance Appraisal
Calculate the value of each item validation of physics question is the task of your group!
2.	Scientific attitude assessment (character)

SCIENTIFIC ATTITUDE ASSESSMENT (CHARACTER)
No	Name of students	Indicator of scientific attitude assessment (character)	
		Religious	Creative	Responsibility	
		1	2	3	1	2	3	1	2	3	
1											
2											
etc											
Rubric
1.	Religious
Descriptors:
a.	Participate in recitations of the Qur'an
b.	Dressed in accordance with the provisions of religion
c.	Seating position between the student and the student lai not coexist

-281017387.	
2.	Creative
Descriptors
a. Thinking beyond the demands of the task
b. Like to be a pioneer
c. Confidence
3.	Responsibility
Descriptors
a.	Complete the tasks mandated
b.	Help troubled friend in the task
c.	Worked selflessly

Scoring:
-	4 when three descriptors appear
-	3 if two descriptors appear
-	2 when the descriptor appear
-	1 if none of the descriptors that appear
Pekanbaru,  2 September 2013
Lecturer

Dra. Hj Zulhelmi, MPd
            NIP.196210011986032002
LEARNING PLAN (LP)
Season 14

Subject	Code	Sks	Semester	
Assessment of Learning Outcomes	KPN0226	2	V	
	
Basic Competency	Applying the method of determining the reliability of the test	
Indicator 	1.	Explain the various ways in determining the reliability of outcomes learning test.
2.	Applying the method of determining the reliability of outcomes learning test	
Materials	the reliability of test	
Learning methods::
	Approach/Model	Direct Instruction	
	Method	Discussion, Question and answer, Excercise	

Learning activities
	
Phase	Learning activities	Media/Learning resources	
Introduction	Inclute religious attitude and discipline by asking students recitations of the Qur'an. Motivating students as well as apperception by asking several students to answer the question why it is important to understand a prospective teacher about the appropriate way to validate material before the meeting.
Convey competence to be obtained about the reliability of tests to determine learning outcomes.	Media: LCD

1.	Djaali, Muljono, P, 2004, Measurement in Education,, Jakarta, PPS UNJ
2.	Sudijono, Anas, 2001, Introduction to the Evaluation of Education, Jakarta: King Grafindo.
3.	Zulhelmi, 2007, Assessment of Learning Outcomes Physics. Pekanbaru: Wise Insani

Presentation	Delivering declaratively about the reliability of the test results of studying the field of study of physics. Students pay attention to the explanation given by lecturer carefully
Students observe procedures performed in determining the value of reliability that is modeled by the lecturer.
Students work together in groups working on the task of determining the value of reliability physics test questions that have been obtained in the previous the group task.
Lecturers actively guiding and when found there are students who do not understand, lecturer will model the back.
Students completing performance tasks to completion.		
Conclude	Students with lecturer concluded materials of the reliability test of physics.
Lecturer asked the students to learn materials at the next meeting of the items analysis.		

Assessment:
1.	written assessment
a.	Explain the definition of reliability tests!
b.	Write down three ways of doing reliability tests!
2.	Scientific attitude assessment (character)

SCIENTIFIC ATTITUDE ASSESSMENT (CHARACTER)
No	Name of students	Indicator of scientific attitude assessment (character)	
		Religious	Cooperate	Dicipliine	
		1	2	3	1	2	3	1	2	3	
1											
2											
etc											
Rubric
1.	Religious
Descriptors:
a.	Participate in recitations of the Qur'an
b.	Dressed in accordance with the provisions of religion
c.	Seating position between the student and the student lai not coexist

-281017387.	
2.	Cooperate
Descriptors
a.	Always in a group
b.	Working on a task in the task group
c.	Remind friends who fails in the task group
3.	Discipline
Descriptors
a.	Came on time
b.	Serious in following the lecture
c.	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
Pekanbaru,  2 September 2013
Lecturer

Dra. Hj Zulhelmi, MPd
NIP.196210011986032002

LEARNING PLAN (LP)
Season 15

Subject	Code	Sks	Semester	
Assessment of Learning Outcomes	KPN0226	2	V	
	
Basic Competency	Applying the method of analysis question	
Indicator 	1.	Explain the steps of question analysis
2.	Calculate the different tests
3.	Calculate the level of difficulty of the test
4.	Determine the sensitivity index of question 
Applying “biserial correlation” in the analysis of question 	
Materials	analysis question	
Learning methods::
	Approach/Model	Cooperative learning	
	Method	Discussion. Question and answer. Excercise	

Learning activities
	
Phase	Learning activities	Media/Learning resources	
Introduction	Inculcate religious attitudes by asking the student recitations of the Qur'an. Motivate students as well as apperception by asking several students to answer questions about the most appropriate technique to determine the reliability between objective test and essay test according to the task before meeting with full responsibility.
Convey competence to be obtained about the physics analysis items.	Media : LCD
Learning resources

1.	Djaali,Muljono,P,2004,Pengukuran Dalam Bidang Pendidikan,, Jakarta,PPS UNJ

2.	Sudijono, Anas2001, Pengantar Evaluasi Pendidikan, Jakarta:Raja Grafindo.

3.	Zulhelmi, 2007, Assessment of Learning Outcomes mata Pelajaran Fisika. Pekanbaru: Cendikia Insani
	
Presentation	Presents the material in general and expressed the task at hand students
Ask students sit in cooperative groups that have been defined and distributed SWS "Item-Analysis"
Guiding students in tasks in SWS in cooperation
Moderator for the discussion by asking three group classes as presenters and other groups respond in analyzing items.
Strengthen and complement the things that are still not perfect from the work of students		
Conclude	Students with lecturer concluded learning materials of the analysis items.
Students quiz
Group reward for group work "well"
Lecturer reminds students that the material limits will be tested in the final exam of the semester.		

Assessment:
1.	Performance Appraisal
Analyze the items that have been tested on a question of physics that your group develop!
2.	Scientific attitude assessment (character)

SCIENTIFIC ATTITUDE ASSESSMENT (CHARACTER)
No	Name of students	Indicator of scientific attitude assessment (character)	
		Religious	Cooperate	Responsibility	
		1	2	3	1	2	3	1	2	3	
1											
2											
dst											
Rubric
1.	Religious
Descriptors:
a.	Participate in recitations of the Qur'an
b.	Dressed in accordance with the provisions of religion
c.	Seating position between the student and the student lai not coexist

-281017387.	
2.	Cooperate
Descriptors
a.	Always in a group
b.	Working on a task in the task group
c.	Remind friends who fails in the task group
3.	Responsibility
Descriptors
a.	Complete the tasks mandated
b.	Help troubled friend in the task
c.	Worked selflessly

Scoring:
-	4 when three descriptors appear
-	3 if two descriptors appear
-	2 when the descriptor appear
-	1 if none of the descriptors that appear
Pekanbaru,  2 September 2013
Lecturer

Dra. Hj Zulhelmi, MPd
NIP.196210011986032002