Abstract
Research and development of computer-based assessment is carried out to overcome the shortcomings of conventional paper-based assessment. Development is carried out by focusing on the use of isomorphic questions and improvement programs. This computer-based assessment was developed with two levels of questions. At each level there are isomorphic questions that are used as a reference in providing feedback to students about their concepts understanding. At each level there is also video material that can be used as a source of student learning before students utilize the remedial program. This computer-based assessment has been tested on 31 third-year undergraduate students in Physics Education, Universitas Negeri Malang. The results of media and material validation and the results of limited trials indicate that the computer-based assessment produced is feasible to be applied in learning.
Highlights
Assessment is a comprehensive justification to find out the performance of students, or it is often interpreted as evaluation (Gloria, 2011)
Literature studies related to simple harmonic motion are focused on the difficulty of understanding the concept of students
The process of developing a computerbased diagnostic assessment begins with a preliminary study
Summary
Assessment is a comprehensive justification to find out the performance of students, or it is often interpreted as evaluation (Gloria, 2011). Assessment is needed to monitor student progress in the learning process. According to Overton (2011), assessment is a process of gathering information to monitor progress or it can be defined as an activity to perform tests. The assessment helps teachers to identify misconceptions in student knowledge so that teachers can determine strategies and efforts to overcome this problem (Sholikah, Febriyanti, & Kurniawan, 2020). This means that assessments can be made through tests and various methods such as observation, interviews, behavior monitoring, or other data collection techniques
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