CHAPTER II
CHARACTERISTICS OF THE CLASS-BASED ASSESSMENT
A. Principles of Assessment
Principles needed to guide the activities or assessment, these principles are :
1. . The integration principle
Assessment is an integral part of and in the course of learning . Assessment is one component in the programs that interact with other components . Planning assessment should be performed in conjunction with the planning unit of the learning program , Lots going assessment is planned and carried out some time after the program is completed learning , so do not vote against what was planned , but against what is done . This is not in accordance with the principles of competency-based education .
2. . Student Active Learning Method Principle ( CBSA )
CBSA is the nature of students' mental engagement, enthusiasm and fun in learning activities. Similarly, assessment, such assessment requires the involvement of students. Assessment is the culmination of the teaching and learning activities, and should. Students themselves who want to measure ability through assessment, the teacher only serves to help. As a culmination activity, satisfaction ratings have particular value for students and assessment should be able to give satisfaction to the students.
3. Principle of Continuity.
Basically the assessment during the learning process takes place. Assessment can be done through observation, discussion, or dialogue, this is done in the framework of strengthening the learning materials / teaching program.
4. Coherence principle
Assessment should have coherence with the teaching program, it means that assessment must be completely be obtained from teaching and learning, both face-to-face activities and structured activities. So the assessment must be consistent with the capabilities supported by the purpose of teaching. Should not happen capabilities supported by the destination but the assessment of affective attitude is directed to knowledge.
5. Discriminality principle .
Assessment must be able to demonstrate the differences among individual students. Appropriate psychological nature of the individual in mind that every individual has differences with other individuals .
6. Overall principle
Changes in behavior that have been set as a goal to be achieved is intact . Therefore, the assessment should be done anyway to be intact, which covers all aspects of educational goals.
7. Pedagogical principles .
The entire assessment activities should be known and felt by students not only as a record of learning outcomes , but also as an effort to repair and improve the behavior and attitude , so the results of the assessment must be declared and can be perceived as a reward for a successful and vice versa " : penalty " for who have not succeeded in the challenge to study harder / better , thus the assessment will help shape positive behavior and attitudes .
8. Accountability principle
Accountability is one of the characteristics of a competency based education . Educational outcomes of an educational institution must be accountable to the individual college , graduate and community power users to professional groups . Accountability to these three groups is something that must be considered in the assessment .
B. Terms - Conditions Assessment
Target assessment is the ability of students as stated in the basic competencies . But that is measured is the ability descry in the form of behavior . Descry behavior that does not always refer to a capability not descry . Because the assessment is indirect , incomplete and relative .
Given such an important role in learning outcomes assessment , then the assessment requirements stated 8 that :
1. Valid
It said to be valid if the assessment measure what is actually measured . If that is the attitude measured, but measuring knowledge assessment , then the assessment is called invalid . Validity assessment is usually measured in percentage or in a certain degree with a certain measure.
2. Reliable
Reliable assessment said if the same assessment tool performed against the same group of students several times in different times or different situations will give the same results.
3. Objective
Said to be an objective assessment if not under the influence of assessor subjectively.
4. Balanced
This balance includes the balance of ingredients, difficulty and purpose. Materials must be balanced among the various subject matter, the balance of hardships between the means easy, medium and difficult to be in a certain proportion. Balance is the balance between different objectives dimension within a given area .
5. Distinguish
An assessment should be able to distinguish between a group of students' individual achievements. Assessment should be able to distinguish between students who are very successful, quite successful or less successful .
6. Norm
Good assessment results should be easily interpreted . It is concerned about the size or specific norms for interpreting the results of the assessment of each student .
7. Fair
Fair assessment suggests the problem with traps is not fair , and does not contain words that are trapped . Besides, there is justice for every student being assessed .
8. Practical
Assessment ought efficient and easy to implement , both in terms of financing and implementation.
C. Assessment Tool Selection Criteria
To obtain the results of the assessment in accordance with the terms of the demands of learning outcomes assessment, the selection becomes very important assessment tool , the criteria that must be considered is .
1. Learning Objectives
Assessment tools are selected shall correspond to the learning objectives or assessment objectives. Example to assess students' abilities in the domain of psychomotor performance tests more appropriate use of the written test (paper and pencil test).
2. Teaching and Learning Experience
Learning process approach emphasizes the physics of the product . In the process approach is necessary that students learn how to find a concept , principle or theory in physics . The CBSA requires effort and engagement levels are high , then the learning experience with the process approach have consequences on the assessment tools that allow both in terms of time , form and function .
3. Characteristics of students
Background of students (social status, economic, psychological, cultural, etc.) is highly variable. This brings consequences to the assessment tool. This assessment tool was challenged the reliability, objectivity and comprehensive.
4. Teaching materials
Physics that emphasizes learning process approach , the assessment will not only measure how much material mastered by students , but also have to measure how much material is involved in the process of internalizing the values for students .
5. Learning Media
It is inevitable that the process approach requires varying media . Demands that's what allows the process of internalizing the values and simultaneously claim that varied assessment tools as well .
6. Characteristics Assessment Tool
No single assessment tool suitable for all things round . Each assessment tool has advantages and disadvantages , largely non-test assessment tool suitable for measuring the effective area and performance , while the test is suitable for measuring aspects cognitive.
CHARACTERISTICS OF THE CLASS-BASED ASSESSMENT
A. Principles of Assessment
Principles needed to guide the activities or assessment, these principles are :
1. . The integration principle
Assessment is an integral part of and in the course of learning . Assessment is one component in the programs that interact with other components . Planning assessment should be performed in conjunction with the planning unit of the learning program , Lots going assessment is planned and carried out some time after the program is completed learning , so do not vote against what was planned , but against what is done . This is not in accordance with the principles of competency-based education .
2. . Student Active Learning Method Principle ( CBSA )
CBSA is the nature of students' mental engagement, enthusiasm and fun in learning activities. Similarly, assessment, such assessment requires the involvement of students. Assessment is the culmination of the teaching and learning activities, and should. Students themselves who want to measure ability through assessment, the teacher only serves to help. As a culmination activity, satisfaction ratings have particular value for students and assessment should be able to give satisfaction to the students.
3. Principle of Continuity.
Basically the assessment during the learning process takes place. Assessment can be done through observation, discussion, or dialogue, this is done in the framework of strengthening the learning materials / teaching program.
4. Coherence principle
Assessment should have coherence with the teaching program, it means that assessment must be completely be obtained from teaching and learning, both face-to-face activities and structured activities. So the assessment must be consistent with the capabilities supported by the purpose of teaching. Should not happen capabilities supported by the destination but the assessment of affective attitude is directed to knowledge.
5. Discriminality principle .
Assessment must be able to demonstrate the differences among individual students. Appropriate psychological nature of the individual in mind that every individual has differences with other individuals .
6. Overall principle
Changes in behavior that have been set as a goal to be achieved is intact . Therefore, the assessment should be done anyway to be intact, which covers all aspects of educational goals.
7. Pedagogical principles .
The entire assessment activities should be known and felt by students not only as a record of learning outcomes , but also as an effort to repair and improve the behavior and attitude , so the results of the assessment must be declared and can be perceived as a reward for a successful and vice versa " : penalty " for who have not succeeded in the challenge to study harder / better , thus the assessment will help shape positive behavior and attitudes .
8. Accountability principle
Accountability is one of the characteristics of a competency based education . Educational outcomes of an educational institution must be accountable to the individual college , graduate and community power users to professional groups . Accountability to these three groups is something that must be considered in the assessment .
B. Terms - Conditions Assessment
Target assessment is the ability of students as stated in the basic competencies . But that is measured is the ability descry in the form of behavior . Descry behavior that does not always refer to a capability not descry . Because the assessment is indirect , incomplete and relative .
Given such an important role in learning outcomes assessment , then the assessment requirements stated 8 that :
1. Valid
It said to be valid if the assessment measure what is actually measured . If that is the attitude measured, but measuring knowledge assessment , then the assessment is called invalid . Validity assessment is usually measured in percentage or in a certain degree with a certain measure.
2. Reliable
Reliable assessment said if the same assessment tool performed against the same group of students several times in different times or different situations will give the same results.
3. Objective
Said to be an objective assessment if not under the influence of assessor subjectively.
4. Balanced
This balance includes the balance of ingredients, difficulty and purpose. Materials must be balanced among the various subject matter, the balance of hardships between the means easy, medium and difficult to be in a certain proportion. Balance is the balance between different objectives dimension within a given area .
5. Distinguish
An assessment should be able to distinguish between a group of students' individual achievements. Assessment should be able to distinguish between students who are very successful, quite successful or less successful .
6. Norm
Good assessment results should be easily interpreted . It is concerned about the size or specific norms for interpreting the results of the assessment of each student .
7. Fair
Fair assessment suggests the problem with traps is not fair , and does not contain words that are trapped . Besides, there is justice for every student being assessed .
8. Practical
Assessment ought efficient and easy to implement , both in terms of financing and implementation.
C. Assessment Tool Selection Criteria
To obtain the results of the assessment in accordance with the terms of the demands of learning outcomes assessment, the selection becomes very important assessment tool , the criteria that must be considered is .
1. Learning Objectives
Assessment tools are selected shall correspond to the learning objectives or assessment objectives. Example to assess students' abilities in the domain of psychomotor performance tests more appropriate use of the written test (paper and pencil test).
2. Teaching and Learning Experience
Learning process approach emphasizes the physics of the product . In the process approach is necessary that students learn how to find a concept , principle or theory in physics . The CBSA requires effort and engagement levels are high , then the learning experience with the process approach have consequences on the assessment tools that allow both in terms of time , form and function .
3. Characteristics of students
Background of students (social status, economic, psychological, cultural, etc.) is highly variable. This brings consequences to the assessment tool. This assessment tool was challenged the reliability, objectivity and comprehensive.
4. Teaching materials
Physics that emphasizes learning process approach , the assessment will not only measure how much material mastered by students , but also have to measure how much material is involved in the process of internalizing the values for students .
5. Learning Media
It is inevitable that the process approach requires varying media . Demands that's what allows the process of internalizing the values and simultaneously claim that varied assessment tools as well .
6. Characteristics Assessment Tool
No single assessment tool suitable for all things round . Each assessment tool has advantages and disadvantages , largely non-test assessment tool suitable for measuring the effective area and performance , while the test is suitable for measuring aspects cognitive.
