Abstract
This study aimed to describe the use of classroom assessment based on multi-representation ability. This research used descriptive research method. Research participants were 20 prospective physics teacher at one university in Indonesia, who attended basic physics course. Research instruments used questionnaires and essays test based on multi-representations. The results showed that the learning process only use summative assessment which focuses at the end of material and learning units. Learning process and assessment in Basic Physics Course used one or two representational modes, so those did not facilitate simultaneous representation modes. The result described that only 42% prospective physics teachers representation ability was good category (75-84 attainment) on mathematical representation. The recommendation of this study is to develope learning program, formative, and diagnostic assessment based multi-representation in Basics Physics Course.
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