8.vina serevina r.thomas pramanto h

STUDY OBJECT: EVALUATION IN PHYSICS
LEARNING
Lecturer :
Dr.Ir.Vina Serevina
Student :
R. Thomas Pramanto Hadi
Master Program Of Physics Education
State University of Jakarta
2014

 Not many people understand the proper meaning of the
word assessment, measurement, assessment and even
more people are more likely to interpret the three words
with a similar meaning.
 Ask learners to know how far have managed to follow the
lessons given by the teacher.
 Assessment conducted aimed to determine the ability of
learners in accordance with the Competency Standards
(SKL) is a classification that includes the ability of
students attitudes, knowledge and skills.
in the implementation of assessment is one of the
important processes in the educational
process, particularly in teaching and learning.
Isral,M.2010.pelaksanaan penilaian hasil belajar permendiknas nomor 20 tahun 2007
http://smpn1akabiluru.wordpress.com/2010/08/21/pelaksanaan-penilaian-hasil belajar-permendiknas-nomor-20-tahun-2007

1. What about assessment?
2. The problem of what is going on in the
field of educational assessment and
what solutions are offered to solve the
problem?

 Knowing the assessment activities.
 Knowing what are the issues related to the
implementation of assessment in education and
to find solutions to these problems.
 Completing the course assignments for
assessment in learning physics.

 valid, means the assessment is based on data that reflects the ability
measured. Valid, also means assessing what should be assessed using
appropriate tools to measure competence, so that the assessment
produces accurate information about learning activities.
 objective, means the assessments are based on procedures and
criteria certainly, not influenced rater subjectivity.
 fair, means nobody gain the profit and neither prejudice assessment
of learners because its special needs, differences in religious
background, ethnicity, culture, customs, socioeconomic status, and
gender.
 integrated, means the assessment held by educators is one of the
unity components of the learning activities.
 Open, means the assessment procedures, assessment criteria, and the
basis of decision-making can be seen by the stakeholders.
Vanio, 2013. Prinsip stategi dan prosedur evaluasi http:/vaniojankjank.blogspot.com/2013/06/prinsip-
strategi-dan prosedur-evaliasi.html

 comprehensive and continuous assessment, means the
assessment covers all aspects of competency by using
appropriate valuation techniques, the ability to monitor the
progress of learners.
 systematic, means the assessment carried out in a planned
and phased by following basic steps.
 Based on criteria, means the assessment is based on the size
of the achievement of specified competencies.
 accountable, means the assessment can be accounted
for, both in terms of techniques, procedures, and results.
Vanio, 2013. Prinsip stategi dan prosedur evaluasi
http:/vaniojankjank.blogspot.com/2013/06/prinsip-strategi-dan prosedur-evaliasi.html

 Self-assessment of a child or group of children.
This is the first step towards good judgment. This
restriction is usually determined by the nature of
one's duties in the overall education of a child
 Good judgment is that the data that we have
collected about every aspect of a child's personal
need "sampling behavior" is quite representative of
the overall behavior of children.
 Good judgment is that the means and the tools we
want to use for collecting data on child
Good judgment is that the data that we have
collected had to be processed first
Daryanto, H.M.2012.Pelaksanaan penilaian Pendidikan, Jakarta: Rineke Cipta

 Thera are techniques in assessments:
test, observation, individual or group tasks, and any
tecnique which have rellevant.
 Test : writing test, oral test, and performance test
 the requirements of the assessment instruments:
(a) substance is considered to represent competence,
(b) construction, is to meet the technical requirements in
accordance with the form of the instruments used, and
(c) language, using good, right and communicative language
in accordance with the level of development of learners.
Dekha.2013.tahap evaluasi dan teknik evaluasi.
http://dekha-sajalah.blogspot.com/2013/03/tahap-evaluasi-dan-teknik-evaluasi 2181.html

 Inform syllabus includes subjects in which the design and
assessment criteria at the beginning of the semester.
 Developing Indicators of achievement KD and selecting
appropriate valuation techniques when preparing syllabus
subjects.
 Develop assessment instruments and guidelines in accordance
with the forms and techniques were selected valuation.
Development of assessment instruments and guidelines in
accordance with the forms and assessment techniques can
certainly take a look at the end of the lesson plan (RPP) in
accordance with the Ministerial Regulation No. 41 of 2008 on a
standard process.
 Carry out the tests, observations, assignments, and other
necessary or form.

 Process the results of assessments to determine the progress of
learning outcomes and learning difficulties learners.
 Returns the results of the work of students with feedback /
comments are educational.
Utilize assessment results to improve learning
 Reported the results of the assessment of subjects at each end
of the semester to the leadership of the education unit in the
form of learning achievement of students accompanied sinkat
description as a reflection of competence intact.
 Report the result to the moral and religious education teacher
personality assessment results to teachers Citizenship
Education as information for determining the value of the
final semester of character and personality of students by
category of excellent, good, or poor.hasil penilaian untuk
mengetahui kemajuan hasil belajar dan kesulitan belajar
peserta didik.

 Most teachers have not been informed syllabus subjects , as seen from the
semester program composed of teachers at the beginning of the first meeting of
the semester begins with the learning process on the basis of competence first .
The solution : Inform syllabus subjects at the beginning of the first meeting of
the semester .
 Activities and the development of indicators of achievement KD selecting an
appropriate valuation technique implemented at the time of the development of
the syllabus , the syllabus of the subjects obtained from the Internet or
photocopied teacher arranged another school syllabus , syllabus development
outcomes in subjects MGMPs activities . This suggests that this activity has not
been implemented as part of teacher .
The solution : The syllabus should take from the Internet or photocopied , only
to be adapted to the conditions of the school .
 Development of assessment instruments and guidelines in accordance with the
forms and assessment techniques can certainly take a look at the end of the
lesson plan ( RPP ) in accordance with the Ministerial Regulation No. 41 of 2008
on a standard process . If we look at the lesson plan that the teacher still has not
made a plan that includes assessment instrument , techniques , locks , and
engineering judgment .
The solution : RPP is needed in the learning process , for it is in the making
must be properly addressed and conditioned with state of the class .

 Tests are conducted daily tests , midterm replay , replay the end of the semester, and replicates
grade. Observations made during the learning process takes place , can take the form of
homework assignments , etc. . This has been implemented with good teachers , just to note
, especially in the recording observations .
The solution : In the assessment through observation techniques should not be influenced by
elements of subjectivity .
 Teachers have been cultivating good judgment , but needs to be improved , especially in
analyzing the progress of learning outcomes and learning difficulties learners .
The solution : Analysis of matter is necessary, it is because the analysis we know about levels
of easy, medium and difficult questions that we provide. By knowing the teacher will know the
results of the analysis and the development of learners' learning difficulties .
 Most of the teacher returns the results of the work of students, but only a small proportion of
teachers who meyertainya with feedback / comments are educational.
The solution : comments / feedback should be a concern because the teacher 's comments can
increase the motivation of learners .

 Most teachers pay less attention to the results of continuous assessment .
The solution : Teachers should really pay attention to the results of this
assessment to the next instructional improvement , so that with the
implementation of continuous improvement of learning can improve learning
outcomes .
 Valuation report is set forth in the Book of Reports Results of Study students
, but there are still teachers report student learning outcomes only in the form of
final course grades .
The solution : Teachers should report the results of the overall assessment
, ranging from beginning to end so that the assessment of learning outcomes
assessment is to be accountable .
 Assessment of noble character and personality of these learners have
implemented a teacher , but not as expected .
The solution : The final assessment of learning outcomes of students and
religious groups of subjects noble character and civic groups of subjects and
personalities conducted by educational units through board meetings of
educators by educators with assessment by considering the results of the exam
schools / madrasah

In the implementation of the assessment of learning outcomes:
 Inform syllabus subjects in the beginning of the first meeting at
the early semester.
 Syllabus may take from the Internet or copied, and develop it as
the conditions in that school.
 RPP ( Rencana Pelaksanaan Pembelajaran/lesson plan ) is needed
in the learning process, for making it, must be properly addressed
and conditioned with state of the class.
 In the assessment through observation techniques should not be
influenced by elements of subjective assessment.
 Item analysis is necessary, because the analysis about the level of
easy, medium and difficult questions. By knowing the results of
the student activity, analysis, the teacher will develop the progress
and solve the problem of learner’s learning difficulties.

 Comments / feedback should be a concern because of the
teacher's comments could improve learner’s motivation to
learn.
 Teachers should really pay attention to the results of this
assessment to the next instructional improvement, so that
with the implementation of continuous improvement of
learning can improve learning outcomes.
 Teachers should report the results of the overall
assessment, ranging from beginning to end so that the
assessment of learning outcomes assessment is to be
accountable.
 The final assessment of learning outcomes of students and
religious groups of subjects noble character and civic groups
of subjects and personalities conducted by educational units
through board meetings of educators by educators with
assessment by considering the results of the exam schools /
madrasah

 Daryanto, H.M. 2012. Pelaksanaan penilaian Pendidikan , Jakarta:
Rineka Cipta
 Dekha.2013.tahap evaluasi dan teknik evaluasi
http://dekha-sajalah.blogspot.com/2013/03/tahap-evaluasi-dan-
teknik-evaluasi_2181.html.
 Isral,M.2010.pelaksanaan penilaian hasil belajar permendiknas
nomor 20 tahun 2007
http://smpn1akabiluru.wordpress.com/2010/08/21/pelaksanaa
n-penilaian-hasil belajar-permendiknas-nomor-20-tahun-2007
 Vanio, 2013. Prinsip stategi dan prosedur evaluasi
http://vaniojankjank.blogspot.com/2013/06/prinsip-strategi-
dan-prosedur-evaliasi.html.

8.vina serevina r.thomas pramanto h

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