CHAPTER I
CLASS-BASED ASSESSMENT
Curriculum level of education unit currently using a curriculum that is oriented approach to student competencies that must be mastered. In order to achieve the competencies required an integrated teaching system in four main components: objectives, materials, Teaching and Learning Experience (TLE), assessment. Four components are interrelated to one another, continuity among the four components that can be se Feed Back
From the above scheme reads that the purpose of being the center of attention and orientation so that the material sought appropriate activities, teaching and learning processes are designed and implemented to achieve the goal.
To determine achievement of the objectives, assessment plays an important role and determine. Assessment role is also to determine the relevance of the material and the purpose PBM. This is possible because the assessment can be done through improvements PBM, either already, or the ongoing development in the future (feedback).
The role of assessment in order to function properly, the assessment-based teacher let the class. Is it class-based assessment?
A. Classroom-Based Assessment (Classroom Based Assessment).
Classroom-based assessment is an assessment that can be used by teachers to gather feedback, as early and as often as possible, on how well students learn, about what students are thinking, and about what students are doing. There are two fundamental questions with respect to this class-based assessment,
(1). How students acquire higher learning outcomes? and how teachers teach more effectively?.
Classroom assessments are carried out by teacher assessment to determine student competency achievement, success and learning process of determining grade. School is fully responsible for the smooth implementation of classroom-based assessment. Assessment activities in the classroom is very important because in general the results of this assessment will affect the quality of education, and in particular will affect the quality of teaching, student achievement, and school programs. Teachers can use assessment results to improve teaching and learning, so that better and more efficient results. Assessment results can be communicated to students so that they can know the materials are yet to master, and can relearn the improvement efforts. As for school assessment results can be used to identify the level of student success and information This can be used to develop school programs to further improve student achievement. Teachers need the date / information accurately and in a continuous learning process in class, and the information can only be obtained if the teachers do classroom-based assessment.
B. Classroom-Based Assessment basis.
In accordance with the terms of classroom-based assessment above, then the implementation should have a valuation solid foundation and a clear goal. Basic question is the scientific principle underlying the formulation and implementation of the assessment includes the following seven concepts:
1. Philosophy
The problems are basic in approach in the assessment system are:
a. What this class-based assessment?
b. What this class-based assessment?
c. How do I give it, and so on.
2. Psychology
In the assessment should consider the basics of psychology, assessment carried out by considering:
a. Level of difficulty of the material to the level of development of students.
b. The level of ability of the student in question.
c. Espoused theories of learning.
3. Communication
Assessment carried out directly or indirectly to the students.
4. Curriculum
Content of the assessment should be in accordance with the material being taught as stated in the curriculum.
5. Management
Assessment needs to organize its implementation, whether individually or in groups and how its management.
6. Sociology - Anthropology
Assessment should be appropriate and useful in society / culture, in order to achieve progress.
7. Evaluation
In assessment procedures often use, kind and responsible decision is taken.
C. Classroom-Based Assessment objectives
Classroom-based assessment objectives are:
1. Search, which is to explore the learning processes of students in order to remain in accordance with the program. Teachers gather information throughout the semester and academic year through various forms of assessment in order to obtain a picture of the achievement of student competencies.
2. Examination, which is to examine the weaknesses experienced by students in the learning process. Assessment through both formal and informal competence in order to check what students have mastered and what has not mastered.
3. Discovery, which is to search and find things that cause weakness and errors in the learning process. Teachers must analyze and reflect on classroom assessments and look for things that cause the learning process does not work effectively.
4. Inference, namely to gather whether students have mastered all competencies are applied in the curriculum or not. Important inference is done when teachers were asked to report the results of students' progress to parents, school, or other parties as at the end of the semester, either in the form of a report card or other.
D. Classroom-Based Assessment Function
Class-based scoring function is:
1. Provide feedback learning process, with assessments carried out by teachers in each lesson provides information on the level of student mastery of the material studied in the learning process. The assessment results can be educational information about the actions that can improve student mastery.
2. Increase students' motivation. Often we find the lack of enthusiasm for learning in students. But after assessing the teacher told all the students, they can work on the problems and studying hard. So assessment can improve students' motivation to learn.
3. Provide student progress reports to parents. With the reports of students' progress to parents, parents can know the state of children's progress in learning and can provide better guidance if the child assessment showed unsatisfactory results for students who got good judgment, so parents can also motivate children to maintain and improve again for the better with the student's progress report submitted to the parent school relationship can be cooperation and a better parent.
E. Measurement and Assessment.
Measurements (measurement) can be defined as an activity undertaken to "measure" something. Measure is essentially comparing something with or on the basis of a certain size. Suppose measuring body temperature with a thermometer measures, the results 36oC , 37oC , 38oC , and so on . So also to measure the length of an object can be used unit of measure meters , centimeters , yards , inches , and so on .
Quantitative measurements that can be divided into three kinds , namely : ( 1 ) Measurements made not to test something : for example, measurements taken by a tailor on the long arm , waist circumference , etc. , ( 2 ) measurements were performed to test something , for example measurements were performed to test the durability of the steel pressure per weight, measurements to test the durability of incandescent bulbs and so on , ( 3 ) measurements were performed to assess the road test something such measure students' progress in order to fill the values reported are done with their test in the form of achievement test . Method of measurement can be carried out through tests and non- test. Test methods that use a measurement of learning outcomes -shaped measuring tool to measure a set of questions and answers behavior can be categorized correctly or incorrectly. Non-test is a measurement method for measuring gauge for measuring behavior but the answer cannot be categorized as right or wrong but rather agree or disagree , positive or negative , and so on . The third type of measurement is commonly known in the world of education.
Assessment (evaluation) means assessing something while judging it means taking a decision on something by basing itself on good size and poor, healthy and sick, intelligent or stupid, and so on, so this assessment is qualitative nature. Assessment is an attempt to compare the measurement results with certain criteria that have been set beforehand. Assessment is a professional judgment or a process that allows a person to make a judgment about the value of something , an example of someone whose body temperature above 35oC include people who are sick because the average temperature is 37 ° C normal healthy people .
Assessment of learning is to measure a person's success in both the learning process and learning outcomes, which are measured all aspects of student behavior include cognitive domain, effective and psychomotor. To better understand the measurement and assessment are presented in the following learning characteristics.
Measurement characteristics are:
a. Descriptive meaning only describe the state of the measurement object is measured, and do not give the interpretation of the state of the measured object.
b. Means of quantitative measurements provide information on the state of objects that are measured in terms of numbers - numbers of measurement results.
c. Objective means of measurement data presents data without plus and minus.
The characteristics of assessment are:
a. Interpretive meaning that the assessment provides information about the state of things through the interpretation of measurement results .
b. Qualitative assessment results in the form of information means a statement about the quality of something that is assessed .
c. Subjective assessment information means that an individual is determined by the condition of the judge.
CLASS-BASED ASSESSMENT
Curriculum level of education unit currently using a curriculum that is oriented approach to student competencies that must be mastered. In order to achieve the competencies required an integrated teaching system in four main components: objectives, materials, Teaching and Learning Experience (TLE), assessment. Four components are interrelated to one another, continuity among the four components that can be se Feed Back
From the above scheme reads that the purpose of being the center of attention and orientation so that the material sought appropriate activities, teaching and learning processes are designed and implemented to achieve the goal.
To determine achievement of the objectives, assessment plays an important role and determine. Assessment role is also to determine the relevance of the material and the purpose PBM. This is possible because the assessment can be done through improvements PBM, either already, or the ongoing development in the future (feedback).
The role of assessment in order to function properly, the assessment-based teacher let the class. Is it class-based assessment?
A. Classroom-Based Assessment (Classroom Based Assessment).
Classroom-based assessment is an assessment that can be used by teachers to gather feedback, as early and as often as possible, on how well students learn, about what students are thinking, and about what students are doing. There are two fundamental questions with respect to this class-based assessment,
(1). How students acquire higher learning outcomes? and how teachers teach more effectively?.
Classroom assessments are carried out by teacher assessment to determine student competency achievement, success and learning process of determining grade. School is fully responsible for the smooth implementation of classroom-based assessment. Assessment activities in the classroom is very important because in general the results of this assessment will affect the quality of education, and in particular will affect the quality of teaching, student achievement, and school programs. Teachers can use assessment results to improve teaching and learning, so that better and more efficient results. Assessment results can be communicated to students so that they can know the materials are yet to master, and can relearn the improvement efforts. As for school assessment results can be used to identify the level of student success and information This can be used to develop school programs to further improve student achievement. Teachers need the date / information accurately and in a continuous learning process in class, and the information can only be obtained if the teachers do classroom-based assessment.
B. Classroom-Based Assessment basis.
In accordance with the terms of classroom-based assessment above, then the implementation should have a valuation solid foundation and a clear goal. Basic question is the scientific principle underlying the formulation and implementation of the assessment includes the following seven concepts:
1. Philosophy
The problems are basic in approach in the assessment system are:
a. What this class-based assessment?
b. What this class-based assessment?
c. How do I give it, and so on.
2. Psychology
In the assessment should consider the basics of psychology, assessment carried out by considering:
a. Level of difficulty of the material to the level of development of students.
b. The level of ability of the student in question.
c. Espoused theories of learning.
3. Communication
Assessment carried out directly or indirectly to the students.
4. Curriculum
Content of the assessment should be in accordance with the material being taught as stated in the curriculum.
5. Management
Assessment needs to organize its implementation, whether individually or in groups and how its management.
6. Sociology - Anthropology
Assessment should be appropriate and useful in society / culture, in order to achieve progress.
7. Evaluation
In assessment procedures often use, kind and responsible decision is taken.
C. Classroom-Based Assessment objectives
Classroom-based assessment objectives are:
1. Search, which is to explore the learning processes of students in order to remain in accordance with the program. Teachers gather information throughout the semester and academic year through various forms of assessment in order to obtain a picture of the achievement of student competencies.
2. Examination, which is to examine the weaknesses experienced by students in the learning process. Assessment through both formal and informal competence in order to check what students have mastered and what has not mastered.
3. Discovery, which is to search and find things that cause weakness and errors in the learning process. Teachers must analyze and reflect on classroom assessments and look for things that cause the learning process does not work effectively.
4. Inference, namely to gather whether students have mastered all competencies are applied in the curriculum or not. Important inference is done when teachers were asked to report the results of students' progress to parents, school, or other parties as at the end of the semester, either in the form of a report card or other.
D. Classroom-Based Assessment Function
Class-based scoring function is:
1. Provide feedback learning process, with assessments carried out by teachers in each lesson provides information on the level of student mastery of the material studied in the learning process. The assessment results can be educational information about the actions that can improve student mastery.
2. Increase students' motivation. Often we find the lack of enthusiasm for learning in students. But after assessing the teacher told all the students, they can work on the problems and studying hard. So assessment can improve students' motivation to learn.
3. Provide student progress reports to parents. With the reports of students' progress to parents, parents can know the state of children's progress in learning and can provide better guidance if the child assessment showed unsatisfactory results for students who got good judgment, so parents can also motivate children to maintain and improve again for the better with the student's progress report submitted to the parent school relationship can be cooperation and a better parent.
E. Measurement and Assessment.
Measurements (measurement) can be defined as an activity undertaken to "measure" something. Measure is essentially comparing something with or on the basis of a certain size. Suppose measuring body temperature with a thermometer measures, the results 36oC , 37oC , 38oC , and so on . So also to measure the length of an object can be used unit of measure meters , centimeters , yards , inches , and so on .
Quantitative measurements that can be divided into three kinds , namely : ( 1 ) Measurements made not to test something : for example, measurements taken by a tailor on the long arm , waist circumference , etc. , ( 2 ) measurements were performed to test something , for example measurements were performed to test the durability of the steel pressure per weight, measurements to test the durability of incandescent bulbs and so on , ( 3 ) measurements were performed to assess the road test something such measure students' progress in order to fill the values reported are done with their test in the form of achievement test . Method of measurement can be carried out through tests and non- test. Test methods that use a measurement of learning outcomes -shaped measuring tool to measure a set of questions and answers behavior can be categorized correctly or incorrectly. Non-test is a measurement method for measuring gauge for measuring behavior but the answer cannot be categorized as right or wrong but rather agree or disagree , positive or negative , and so on . The third type of measurement is commonly known in the world of education.
Assessment (evaluation) means assessing something while judging it means taking a decision on something by basing itself on good size and poor, healthy and sick, intelligent or stupid, and so on, so this assessment is qualitative nature. Assessment is an attempt to compare the measurement results with certain criteria that have been set beforehand. Assessment is a professional judgment or a process that allows a person to make a judgment about the value of something , an example of someone whose body temperature above 35oC include people who are sick because the average temperature is 37 ° C normal healthy people .
Assessment of learning is to measure a person's success in both the learning process and learning outcomes, which are measured all aspects of student behavior include cognitive domain, effective and psychomotor. To better understand the measurement and assessment are presented in the following learning characteristics.
Measurement characteristics are:
a. Descriptive meaning only describe the state of the measurement object is measured, and do not give the interpretation of the state of the measured object.
b. Means of quantitative measurements provide information on the state of objects that are measured in terms of numbers - numbers of measurement results.
c. Objective means of measurement data presents data without plus and minus.
The characteristics of assessment are:
a. Interpretive meaning that the assessment provides information about the state of things through the interpretation of measurement results .
b. Qualitative assessment results in the form of information means a statement about the quality of something that is assessed .
c. Subjective assessment information means that an individual is determined by the condition of the judge.
