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evaluasi
Definitions
• Assessment -- The process of measuring something with the purpose of assigning
a numerical value.
• Scoring -- The procedure of assigning a numerical value to assessment task.
• Evaluation -- The process of determining the worth of something in relation to
established benchmarks using assessment information.
• Test: measures to check the quality, performance, or reliability of (something),
especially, before putting it into widespread use or practice.
a systematic procedure for observing and describing one or more characteristics
of a person with the help of numerical scale or category system.
• Examination
A set of questions or exercises evaluating skill or knowledge
The act of giving students or candidates a test (as by questions) to determine
what they know or have learned
A formal test of a person's knowledge or proficiency in a particular subject or
skill.
Measurement is a procedure for assigning numbers to attributes
or characteristics of persons or procedures. Measurement:
Measurement (In Education) = assignment of numbers (quantity),
uses variety of instrument: test, rating scale.
Numbers may be in nominal, ordinal, interval or rational.
Examples: day/night, am/pm, male/female
1,2,3,4,5,7th player etc.
30,40,20,30
50 out of 60 , 5/25,etc.
What is nominal, ordinal, interval or rational scale????
Assessment Types
• Summative - for performance
• Formative - for performance assessment
enhancement
• Informal - active questioning
• Formal - quizzes, tests, essays, during and at end of class
lab reports, etc.
• Alternative - PBL’s,
• Traditional - tests, quizzes, presentations, essays, book
homework , lab reports, teacher reviews, peers
Evaluation Types
• Pros: • Cons:
• Sets minimum • Some times it’s hard to
performance know just where to set
expectations. boundary conditions.
• Demonstrate what • Lack of comparison data
students can and cannot with other students
do in relation to and/or schools.
important content-area
standards (e.g, ILS).
Norm-referenced Evaluation
XX
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Norm-referenced Evaluation
• Pros: • Cons:
• Ensures a “spread” between • Top and bottom
top and bottom of the class performances can
for clear grade setting. sometimes be very close.
• Shows student performance • Dispenses with absolute
relative to group. criteria for performance.
• Con: In a group with great • Being above average
performance, some will be does not necessarily
ensured an “F.” imply “A” performance.
Norm and Criterion Compared
• Norm-Referenced: • Criterion-Referenced:
• Ensures a competitive classroom • Allows for a cooperative classroom
atmosphere atmosphere
• Assumes a standard normal • No assumptions about form of
distribution distribution
• Small-group statistics a problem • Small-group statistics not a
• Assumes “this” class like all others problem
• Difficult to know just where to set
criteria
The “Curve”
• Observing
• Communicating
• Classifying
• Measuring
• Inferring
• Predicting
Integrated Scientific Process Skills
• Identifying variables
• Constructing a table of data
• Constructing a graph
• Describing a relationship between variables
• Acquiring and processing data
• Analyzing investigations
• Constructing hypotheses
• Defining variables operationally
• Designing investigations
• Experimenting
Enhanced Scientific Process Skills