Abstract
This study aims to develop an authentic assessment instrument based on students' performance. It can build the science process skill and measure the cognitive aspects of student’s achievement. The procedure of research & development method is adapted from Borg and Gall’s model, consisting collecting information, planning, early product development, preliminary field testing, first product revision, field testing, second product revision, and dissemination. The initial field testing was executed to 15 participants, and the field testing to 31 participants in MAN III Yogyakarta use the One – Shot Case Study model. The results of the study as follows: (1) instruments according to the experts' judgment, physics teachers and peers, in general, was valid, (2) instruments at the preliminary field test and main field test was reliable, and (3) instruments could build skills and measure cognitive achievement’s aspect of the scientific process skills of the senior high-school students for heat and temperature topic.
Highlights
The quantity of learning and the achievement of the desired goals can be seen in the assessment system used
The development of assessment rubrics as a guideline for evaluating physics learning based on assessment activities carried out and product validation involving preparation of research instruments is to collect research data, especially those relating to evaluating authentic quantity product evaluations based on performance, useful products that have produced, product validation which consists of expert assessment, teacher and peer validation, assessment and provision of inputs needed to improve the authentic assessment of the initial product based on performance, revision I of the initial product improvement, in accordance with the input given by the expert, teacher and colleagues
The literature study has done with the information collected from all reference with regarded development research authentic assessment model based on performance
Summary
The quantity of learning and the achievement of the desired goals can be seen in the assessment system used. Assessment is an activity to collect information in the form of facts, which is carried out intentionally, systematically, and sustainable besides being used to assess student competence. The assessment provides feedback about student learning progress to students, parents, and educators (Earl & Giles 2011). Assessment helps educators to make decisions about student needs, and guidance on program learning plans. Assessment is an integral part of the learning program. Educators pay attention to learning facts from daily activities, which have been carried out by students. That fact shows what students already know, what they still need to know. Suharto (2015) showed that assessment was processed to gather information to measure enrichment as a result of student studies That fact shows what students already know, what they still need to know. Suharto (2015) showed that assessment was processed to gather information to measure enrichment as a result of student studies
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