CHAPTER III
ASSESSMENT IN SCHOOLS
A. Understanding Assessment
Assessment is the process of gathering information and making decisions based on such information. Important in the assessment of learning for each field of study. Assessment is a feedback system in the primary education system. Data assessment provides feedback to students on how well they meet the expectations of their teachers and parents. For teachers write your feedback how well their students learn and how they develop effective programs. For policy makers how successful the policy has been formulated.
In a more limited scope, within the classroom and the learning process, the information gathered through the assessment process is the result of learning, learning outcomes are used to make decisions about student learning. Therefore an assessment of learning outcomes must be able to provide full information about the figure of students who assessed that the decisions made are not biased. Thus specifically related to understanding the learning process is a process of systematic assessment includes the collection and interpretation of data learning outcomes as a basis for making decisions about students.
B. Assessment traits
1. Competence refers to the
Assessment should be made and is designed to measure whether students have mastered the appropriate skills primarily to the targets set in the curriculum. The material covered in the assessment must be directly related to the ability of indicators of achievement.
2. Commit In Student Participation.
Assessment in the classroom requires the active participation of students, and participation during the learning process valued and assessed. Student participation contributed to the success of the students themselves.
3. Lead On Continuous Assessment.
Assessment in the classroom using formative assessment approach. Formative assessment conducted on units smaller program, which is conducted in the framework of the implementation of a larger program by the time the program is still running.
4. Specific contextual nature.
Assessment in the classroom must respond to the needs or the "needs" of teachers and students different because of the conditions in each class is not necessarily the same. The same assessment techniques may not necessarily produce the same information in a different class.
5. Giving Feedback
Assessment is a path feedback (feedback loop) class, through assessment, teachers and students to quickly and easily using the feedback to learn and do the suggested improvements based on assessment results.
6. The underlying good teaching practice
Classroom assessment is an attempt to construct good teaching practices on student learning process more systematic, flexible, effective.
C. Types of Assessment
1. Achievement Assessment
Achievement assessment is a procedure that is used to provide limits how much individual students achieve the desired learning outcomes are predetermined in advance. Achievement assessment is common sense tehadap all efforts to measure, learn, and describe student learning outcomes is well done with a paper pencil test (paper and pencil test), performance assessment, etc..
2. performance Assessment
Performance assessment is an assessment that requires students to demonstrate the ability of both understanding and skills in the form of real performance is shown in the form of a task or set of tasks, examples of doing an experiment.
3. Alternating Assessment
Alternating assessment is an assessment that combines writing test (paper and pencil test), the usual oral test conventionally with performance tests or test portfolios.
4. Authentic Assessment
Authentic assessment is an assessment of learning outcomes that require students to demonstrate learning outcomes in the form of skills in real life, not something invented or acquired only in the classroom, but may be better known in everyday life. Examples of students were able to dominate the basic concepts of electricity, on the show with clever students fix a broken electrical cord.
5. portfolio Assessment
Portfolio assessment is the assessment of learning outcomes based on a set of student learning outcomes over time, or a collection of examples of student work, assessment results or other data that presents student achievement.
D. Assessment strategies
There are two main strategies of assessment, namely: assessment known as the traditional paper and pencil tests and alternative assessment. Traditional assessment more emphasis on gathering information about the cognitive learning outcomes, whereas the alternative assessment coverage is more extensive information collected. Both of these strategies cannot replace each other. It means that in the process of assessing students, both of them should be used in order to obtain full information about the students.
E. Type of bill
Type of bill is a masterpiece of tasks , activities that must be performed or shown as a manifestation of student achievement of learning outcomes . Type of bill in hopes of emerging as the mean and the measurability of certain abilities of students , there are several types of bills , among others :
1. Quiz ; Quiz require short time approximately 10 minutes and ask things of principle and the shape of the short answer . Usually done before the lessons began to learn the last lesson mastery briefly .
2. Oral questions ; material in question in the form of knowledge or understanding of the concept , principle , or law . Good technique is to ask the question to the student , giving time for thinking briefly , and then randomly select students to answer .
3. Daily Deuteronomy , Deuteronomy was given daily after completion of a particular subject matter studied . Problem description used to measure preferably in the form of knowledge , understanding , and thinking applicative competence , the next goal is to improve learning .
4. Block Deuteronomy , Deuteronomy block is intended as a form of collective assessment after unit block certain learning ( one block consists of one or more basic competence ) .
5. Practice exams or Responsibility ; Exam practice or responsiveness intended as a form of individual assessment to measure students' cognitive abilities and psychomotor them or on the materials that have been developed in practice or lab activities . So the only exam material relating to practicum material .
6. Individual tasks ; individuals task intended as an exercise for students to develop knowledge and competence think . This task is usually objective descriptions about the level of applied thinking , but it can also be a test / exam motor skills or portfolio.
7. Task Group; task group is intended as an exercise for students to develop teamwork competencies. This task is usually form by the level of thinking about the description applied, this task can also be a test / test of motor skills.
8. Work Report ; practical work report is intended as a form of a defense response , as well as the obligation of students to communicate the results of specific activities or employment practices . This bill is done by a group of students.
ASSESSMENT IN SCHOOLS
A. Understanding Assessment
Assessment is the process of gathering information and making decisions based on such information. Important in the assessment of learning for each field of study. Assessment is a feedback system in the primary education system. Data assessment provides feedback to students on how well they meet the expectations of their teachers and parents. For teachers write your feedback how well their students learn and how they develop effective programs. For policy makers how successful the policy has been formulated.
In a more limited scope, within the classroom and the learning process, the information gathered through the assessment process is the result of learning, learning outcomes are used to make decisions about student learning. Therefore an assessment of learning outcomes must be able to provide full information about the figure of students who assessed that the decisions made are not biased. Thus specifically related to understanding the learning process is a process of systematic assessment includes the collection and interpretation of data learning outcomes as a basis for making decisions about students.
B. Assessment traits
1. Competence refers to the
Assessment should be made and is designed to measure whether students have mastered the appropriate skills primarily to the targets set in the curriculum. The material covered in the assessment must be directly related to the ability of indicators of achievement.
2. Commit In Student Participation.
Assessment in the classroom requires the active participation of students, and participation during the learning process valued and assessed. Student participation contributed to the success of the students themselves.
3. Lead On Continuous Assessment.
Assessment in the classroom using formative assessment approach. Formative assessment conducted on units smaller program, which is conducted in the framework of the implementation of a larger program by the time the program is still running.
4. Specific contextual nature.
Assessment in the classroom must respond to the needs or the "needs" of teachers and students different because of the conditions in each class is not necessarily the same. The same assessment techniques may not necessarily produce the same information in a different class.
5. Giving Feedback
Assessment is a path feedback (feedback loop) class, through assessment, teachers and students to quickly and easily using the feedback to learn and do the suggested improvements based on assessment results.
6. The underlying good teaching practice
Classroom assessment is an attempt to construct good teaching practices on student learning process more systematic, flexible, effective.
C. Types of Assessment
1. Achievement Assessment
Achievement assessment is a procedure that is used to provide limits how much individual students achieve the desired learning outcomes are predetermined in advance. Achievement assessment is common sense tehadap all efforts to measure, learn, and describe student learning outcomes is well done with a paper pencil test (paper and pencil test), performance assessment, etc..
2. performance Assessment
Performance assessment is an assessment that requires students to demonstrate the ability of both understanding and skills in the form of real performance is shown in the form of a task or set of tasks, examples of doing an experiment.
3. Alternating Assessment
Alternating assessment is an assessment that combines writing test (paper and pencil test), the usual oral test conventionally with performance tests or test portfolios.
4. Authentic Assessment
Authentic assessment is an assessment of learning outcomes that require students to demonstrate learning outcomes in the form of skills in real life, not something invented or acquired only in the classroom, but may be better known in everyday life. Examples of students were able to dominate the basic concepts of electricity, on the show with clever students fix a broken electrical cord.
5. portfolio Assessment
Portfolio assessment is the assessment of learning outcomes based on a set of student learning outcomes over time, or a collection of examples of student work, assessment results or other data that presents student achievement.
D. Assessment strategies
There are two main strategies of assessment, namely: assessment known as the traditional paper and pencil tests and alternative assessment. Traditional assessment more emphasis on gathering information about the cognitive learning outcomes, whereas the alternative assessment coverage is more extensive information collected. Both of these strategies cannot replace each other. It means that in the process of assessing students, both of them should be used in order to obtain full information about the students.
E. Type of bill
Type of bill is a masterpiece of tasks , activities that must be performed or shown as a manifestation of student achievement of learning outcomes . Type of bill in hopes of emerging as the mean and the measurability of certain abilities of students , there are several types of bills , among others :
1. Quiz ; Quiz require short time approximately 10 minutes and ask things of principle and the shape of the short answer . Usually done before the lessons began to learn the last lesson mastery briefly .
2. Oral questions ; material in question in the form of knowledge or understanding of the concept , principle , or law . Good technique is to ask the question to the student , giving time for thinking briefly , and then randomly select students to answer .
3. Daily Deuteronomy , Deuteronomy was given daily after completion of a particular subject matter studied . Problem description used to measure preferably in the form of knowledge , understanding , and thinking applicative competence , the next goal is to improve learning .
4. Block Deuteronomy , Deuteronomy block is intended as a form of collective assessment after unit block certain learning ( one block consists of one or more basic competence ) .
5. Practice exams or Responsibility ; Exam practice or responsiveness intended as a form of individual assessment to measure students' cognitive abilities and psychomotor them or on the materials that have been developed in practice or lab activities . So the only exam material relating to practicum material .
6. Individual tasks ; individuals task intended as an exercise for students to develop knowledge and competence think . This task is usually objective descriptions about the level of applied thinking , but it can also be a test / exam motor skills or portfolio.
7. Task Group; task group is intended as an exercise for students to develop teamwork competencies. This task is usually form by the level of thinking about the description applied, this task can also be a test / test of motor skills.
8. Work Report ; practical work report is intended as a form of a defense response , as well as the obligation of students to communicate the results of specific activities or employment practices . This bill is done by a group of students.
