Abstract
This research aimed to develop an integrated assessment instrument and to study the instrument’s characteristics. This research used 4-D development model of which the stages included defining, designing, developing, and disseminating. The primary product is validated by expert judgment. This research involved 274 mathematics and natural science eleventh-grade students of Senior High Schools in Sleman district, Yogyakarta. The polytomous data generated by the instrument trial was analyzed using the WINSTEPS 3.73 program and the Partial Credit Model 1-Parameter Logistic (PCM 1-PL) approach. Data collecting techniques included interviews, questionnaires, and tests. Data collecting instruments included interview guidelines, a question item validation sheet, and the integrated assessment instrument an essay test. The result of the research shows that the integrated assessment instrument has 0.93 of Aiken validation value. All tryout test items were stated to fit with the PCM 1-PL based on the criteria for the lowest and the highest limit outfit MNSQ 0.5 and 1.5. Item reliability was 0.96 and person reliability was 0.71. The difficulty level of question items was good, because of the range from -1.05 to +1.01 logit. Therefore, the integrated assessment instrument is suitable to be applied to measure the student’s critical thinking skills and scientific attitudes.
Highlights
Assessment is the process of obtaining a numerical or quantitative description of the level of characteristics that a person has with certain rules according to Gronlund (Subali, 2019)
The development model was chosen because it was systematically designed in order of activities and developed to create or develop learning products such as assessment instruments
The purpose of item validation is to determine the conformity between the items developed with learning indicators, critical thinking skills, and scientific attitudes
Summary
Assessment is the process of obtaining a numerical or quantitative description of the level of characteristics that a person has with certain rules according to Gronlund (Subali, 2019). According to Cantos, et al, (2015), assessment is expected to be able to reflect the learners’ ability entirely in terms of knowledge, attitude, and skills. Global competence covers three aspects, namely empirical-based knowledge and skills, high-order cognitive and metacognitive skills, and global disposition, perspectives, and attitudes (Balistreri, et al, 2012). These three aspects are cognitive, affective, and Jurnal Penelitian Pendidikan IPA (JPPIPA)
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