Development Of Assessment Instrument Research Articles

Development Of Invertebrate Instruments To Improve Critical Thinking

Research instruments are tools used to collect research data, both qualitative and quantitative data. Qualitative data can be in the form images, words, and/or other objects that are non-numerical, while quantitative data is data that is or is in the form of numbers. This research was used as an assessment test to measure students' critical thinking in junior high school, specifically invertebrate material. For students, assessment instruments function as a means of evaluating their understanding of the material taught by the teacher. Therefore, teachers need to develop assessment instruments that can stimulate students to develop critical thinking skills. This research uses the RND method with the ADDIE model. Five descriptive questions will be developed, each reflecting an indicator of critical thinking skills which serves as a guide in making test instruments. The five indicators of critical thinking skills and the detailed questions that represent them. This test assessment instrument was tested on 40 individuals using validity and reliability tests, including students, prospective teachers and teachers.The research results show that this instrument can be used and is declared valid with a validity value of 81.11% and is declared valid, while for reliability it gets a score above 0.6 which is categorized as reliable and Critical thinking test assessment instruments on invertebrate material can be used by teachers.

Fostering Superior Characters: Development of Innovative Instruments for Critical Reasoning and Independent Character in the Realm of Science Topic

The purpose of this study was to develop a critical reasoning and independent character instrument on the topic of human blood circulation. The method used was research and development (R&D) with a 4D model (Define, Design, Develop, and Disseminate). The results showed that the validity value of the content of critical reasoning instruments obtained a final value of 0.97, while independent instruments obtained a value of 1, which was perfect. Judging from empirical validity, vital and independent reasoning instruments were declared valid because they had a value above 0.355 from 31 students tested. Critical and independent reasoning instruments were declared reliable. The Alpha Cronbach value >0.70 had good distinguishing power because the value of the Corrected Item-Total Correlation did not exceed the Alpha Cronbach value. Developing assessment instruments for a critical and independent character in human blood circulation for fifth-grade elementary students was successful, demonstrating high validity and reliability, and held the significant potential to enhance science education through technology integration.

Assessment Strategy Based On Authentic Assessment To Identify High School Students' Ability In Assessing Drama Texts And Drama Performances

Drama learning plays an important role in training students to sharpen their expressive abilities in performing arts. Drama learning also serves to train students' character sensitivity in facing various issues. Drama texts and drama performances are key elements in theater arts education in high school. However, assessments often focus on written exams and standardized tests, which may not fully reflect students' abilities to apply their knowledge in real-world contexts. This study utilizes Research and Development (R&D) methodology. R&D is a scientific way to critically examine, design, produce, and test the validity of developed products. The aim in the design stage is to prepare a design for authentic assessment instruments in drama learning. The Authentic Assessment Activity Model is implemented by formulating objectives, providing authentic tasks, and involving observation and formative assessment. The importance of authentic assessment models, instrument development, and innovative learning approaches in enhancing students' abilities to assess drama texts and performances in high school is highlighted.

Efektivitas Instrumen Asesmen Afektif dalam Meningkatkan Kualitas Pembelajaran Bahasa Indonesia

This research describes the development and implementation of affective assessment instruments in the context of Indonesian language learning in five junior high schools in Padang. The research used a four-cycle Classroom Action Research (PTK) design with the participation of five teachers and twenty-five eighth grade students. Research instruments include questionnaires, structured interviews, class observations, and student reflective journals to collect data about students' attitudes, interests, motivation and values ​​towards Indonesian language lessons. Data analysis uses qualitative and quantitative approaches, including descriptive, inferential and thematic statistical analysis. The research results show that affective assessment instruments are effective in increasing student understanding and learning motivation, as well as supporting the development of adaptive and responsive teaching strategies. The practical implication is the importance of integrating affective assessment in education to improve the quality and readiness of students to face the challenges of future learning.

Development of Primary School Teacher Performance Assessment Instruments Based on Main Duties and Functions

This research aims to: create a teacher performance assessment instrument based on main tasks and functions; observe how the teacher performance assessment instrument developed can assess teacher performance well; find out the validity of the teacher performance assessment instrument developed according to material experts and design experts; and find out How effective was the teacher performance assessment instrument developed? The research was conducted at the Region II Elementary School (SD) Sei Rampah District, Serdang Bedagai Regency, in January–March 2024, using descriptive data analysis techniques. The development of the training model was carried out using the Thiagarajan Four-D (4-D) development model, which consists of four stages: define, design, develop, and disseminate. Data collection techniques used were interviews, questionnaires, and interviews, which were analyzed descriptively. Research subjects are expert validators, supervisors, school principals, and teachers. The research product is a teacher performance assessment instrument based on the main tasks and functions. The results of the material expert assessment show that in the very good category, the average percentage is 87.50% (very good), design experts are at 90.50% (very good), principal respondents are at 88.50% (very good), and teacher respondents are at 87.44% (very good). Furthermore, teacher performance assessment instruments based on main tasks and functions can be used in implementing teacher performance assessments

ANALISIS TREND PENELITIAN PENGEMBANGAN PADA PEMBELAJARAN FISIKA DI INDONESIA

The purpose of this research is to map the trends in physics education development research in Indonesia. The research method used in this study is qualitative descriptive research. The data collection technique used in this research is documentation. The data analysis technique used is qualitative descriptive in the form of data reduction, data display, and conclusion drawing. The results of the research show that there are 689 article titles on development research in the field of Physics. The current trend in development research is the development of electronic-based media and assessment instruments, using both PCs and Android applications. The most widely used development research models are 4D, ADDIE, and Brog & Gall. Development research has also focused on high-level thinking skills, as evidenced by the appearance of keywords related to critical thinking in physics development research. Future development research can focus on the use of technology, such as Augmented Reality, Virtual Reality, Android applications, and the use of AI.

Some hope for a dimensional assessment? A critical review of psychometric validated (semi-)structured interview to assess eating disorders.

Given that eating disorders (EDs) are considered one of the deadliest mental illnesses, the development of appropriate assessment instruments is a necessity. Despite the extensive literature on assessing EDs, there has been a lack of focus on semi-structured interviews. The purpose of this article is to provide a comprehensive review of psychometrically validated semi-structured interviews for EDs. Included studies (N=24) were required to present a semi-structured interview for EDs that has been validated through a psychometric process. The APA PsycNet, MEDLINE, APA Psycinfo, Pubmed, and Health & Psychosocial Instruments databases were searched. The literature search included publications through May 2024, with no earliest year restriction. A total of six instruments were identified and reviewed in terms of conceptual design, purpose and content, psychometric characteristics, and strengths and limitations. Three main findings were highlighted: (a) only half of the instruments are up to date; (b) the instruments are based on either a categorical or a mixed categorical-dimensional approach; and (c) the predominance of the categorical approach. The results are discussed regarding the conceptual approaches of the instrument to provide clinical and research implications. Despite the many strengths of the instrument, additional psychometric research is needed.

Literature Review of Implementation HOTS-Based Assessment Instruments in Learning to Write Prose Fiction in Higher Education

Competence in writing prose fiction is one of the writing competencies that Indonesian literature students must have. The higher-order thinking skills (HOTS) based fiction writing competency assessment instrument is something that cannot be separated from students' achievement of fiction prose writing competency. HOTS-based competency assessment is one of the measuring tools in the process of developing student writing competency. This research was a literature review research on the implementation of a HOTS-based fiction writing competency assessment instrument in higher education. This research used the PRISMA method. A search for relevant literature was carried out through Google Scholar database with the criteria being limited to articles published in Sinta 1-3 indexed journals in 2016-2023. 12 articles met the criteria and became material for analysis. The results of these findings indicated that the research related to learning to write HOTS-based fiction prose in higher education had not yet been carried out. The HOTS-based writing competency assessment instrument in higher education had only been used for general Indonesian language learning, it had not been used in the realm of literature learning. The findings of this systematic literature review recommended that there was a need for further research in the field of development, implementation, and evaluation of Indonesian literature learning assessment instruments, especially the development of HOTS-based fiction prose writing competency assessment instruments in higher education.

Postoperative pain in dogs undergoing either laparoscopic or open ovariectomy

A prospective, quasi-experimental, clinical trial was performed to assess acute postoperative pain in healthy female dogs following elective ovariectomy by either laparoscopy (n=13) or laparotomy (n=14). Pain was assessed by both a veterinarian at the hospital, and by the owner once the patient was discharged. The Spanish version of the short form of the Glasgow Composite Measuring Pain Scale (CMPS-SF) was used. Pain scores were assessed by the veterinarian preoperatively and at 1, 2, 4, and 6 h after extubation, whilst owner-assessed scores were performed preoperatively and at postoperative days 0, 1, 2, 3, 5 and 7. Data were compared with Mann-Whitney-U test. Veterinarian-assessed CMPS-SF scores were different between both groups at all postoperative times but not at baseline, being below 6/24 in all dogs in the laparoscopy group, but equal to or greater than 6/24 in the laparotomy group at 1 h (n=12), and 4 h (n=4) (P<0.001 and P=0.029, respectively). There were also differences in pain scores between both groups at 2 h (P=0.012) and 6 h (P=0.007), being below 6/24 in all of them. However, there were no differences in owner assessments between groups. In conclusion, ovariectomy performed by laparoscopy induced lower pain scores that were below the pain threshold set by the CMPS-SF during the first 6 h postoperatively. After discharge, and up to one week later, ongoing owner-assessed scores suggest no pain was induced with neither of the techniques. Owners were proactive allowing real-time pain assessment to be reported. The development and validation of instruments for acute pain assessment by owners is warranted, as these tools are currently lacking.

Development of character assessment instrument on English learning for middle school students

There is a present-day necessity to construct character education assessment instruments in English courses. Employing the ADDIE development model, this research undergoes stages encompassing analysis, design, development, implementation, and evaluation to craft a meticulously designed assessment instrument. The resulting instrument is a self-assessment for English subjects, subjected to scrutiny through both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The instrument attests to content validity, indicated by an Aiken index of 0.955, and construct validity using EFA &amp; CFA. Outcomes showcasing loading factor values exceeding 0.4 for each item and the model for measuring student character aligns seamlessly with the hypothesized model, substantiated by statistical results of p-values = 0.056; CFI = 0.979; TLI = 0.972; RMSEA = 0.031; SRMR = 0.055. Furthermore, the item reliability in each dimension/factor surpasses 0.7. The study's revelations uncover that 46% of students predominantly concentrate on character development, while 35% prioritize character emphasis. Cultivated character for 14%, whereas a mere 5% of students necessitate guidance. This instrument not only guides educators and researchers in developing character assessment tools but also meets valid and reliable criteria, ensuring credibility and usability across various education levels.

Development of hots-based cognitive assessment instruments: ADDIE model

Higher order thinking skills (HOTS) are an important element in facing the challenges of the 21 st-century. Difficulty in solving problems systematically, facing challenges in an organized manner, and being unable to design original solutions are due to the low HOTS that students have. HOTS ability can improve students who low-level thinking skills in several ways, for example, through learning integrated with media, practice, and assessment or HOTS-based cognitive assessment. The purpose of this study was to develop and implement a HOTS-based cognitive assessment to assess students' HOTS abilities. The device development model used is an adaptation of the analysis, design, development, implementation, and evaluation (ADDIE) model. The research sample consisted of 30 students in class 11 of the Governance and Office Automation Competency Program of Vocational High School 1 Kudus. The result is that 11 students have the HOTS ability with very good criteria, 17 well criteria, and 2 enough criteria. This study suggests that a test instrument for further research is to measure students' HOTS ability. The Experts conclude that HOTS-based cognitive assessment can be used as an approach to improve students' HOTS to actively think selectively and supported by logical argumentation.

PENGEMBANGAN BAHAN AJAR MENYIMAK UNTUK SISWA SEKOLAH KEJURUAN

This study was aimed at developing listening material and teaching aid. The teaching aid makes use of computer. The purpose of using computer to help students in order to make the teaching-learning process effective and interesting. In constructing or developing the thesis, R &amp; D method is applied. This method consists of 1) assessing to identify goal, 2) conducting instructional analysis, 3) analyzing learners and contexts, 4) writing performance objective, 5) developing assessment instruments, 6) developing instructional strategy, 7) developing and select instructional materials, 8) designing and conducting formative evaluation of instruction, 9) revising instruction, and 10) designing and conducting summative evaluation. The result of the developmental study shows that the teaching aid is good. It gets 3,75. The students who are involved in this study is the students of vocational high school grade X of tourism program. All of them enjoyed the lesson. It can be concluded that the listening material and teaching aid is effective and hence it is easy to be operated. Keyword: listening material, and teaching aid

Development of Assessment Instruments to Measure Scientific Performance

This research aims to develop a scientific performance assessment instrument in the laboratory in experiment of analyzing the content of a compound in loose powder. The assessment instrument developed is in the form of worksheets and performance assessment sheets and rubrics. The method used in this research is design-based research (DBR) with two stages, namely the analysis stage and product design development. Data collection was carried out by validation tests to expert lecturers and the results were analyzed. The results of the validation test of scientific performance assessment instruments in the form of worksheets obtained a value of rcount = 0.83 and performance assessment sheets rcount = 0.84. This value indicates that both instruments are valid.&#x0D; Keywords: development, assessment instruments, science performance

SCIENCE TEACHER ABILITY TO DESIGN STUDENT SPIRITUAL ATTITUDE INSTRUMENTS

Each teacher must be able to harmonize the assessment of cognitive and psychomotor aspects with the assessment of students' affective aspects in learning. Most of the research conducted in Aceh is still limited to the development of spiritual attitude assessment instruments, while studies describing the ability of science teachers to design spiritual attitude assessment instruments are still very limited. This study aims to determine the ability of junior high school science teachers in the Pidie District to prepare questions to measure students' spiritual attitudes. The research uses the Mix method, with documentation and interview analysis techniques using the Miles and Huberman models, and the feasibility validity of the spiritual attitude assessment instrument uses a Likert scale and is then presented using percentage calculations. A purposive sampling technique is applied in determining the sample. The results showed that most of the teachers had less ability to design spiritual attitude assessment instruments. Few teachers could compile a comprehensive spiritual attitude assessment instrument per the attitude assessment technique in the 2013 curriculum. The first obstacle science teachers faced was formulating assessment indicators, where some teachers did not understand spiritual attitudes with social attitudes in learning. Secondly, assessment techniques with Rubik's or scoring guidelines were not in line with the demands of the 2013 curriculum.

Development of higher order thinking skill assessment instruments in social studies learning

&lt;span lang="EN-US"&gt;Higher order thinking skill (HOTS) in social studies learning are still often ignored by teachers despite the need for students to acquire these skills. The purpose of this study is to develop her HOTS assessment in a social studies classroom to help teachers improve their students’ thinking skills. This kind of research is research and development with 4D models. Validation was performed by two social studies learning assessment specialists and three social studies teachers. The HOTS test was administered to 112 students in class VIII (second grade) of Yogyakarta junior high school. Data analysis consisted of validity, reliability, difficulty, selectivity, and distractor index. Explanatory factor analysis (EFA) pathway analysis was used for data analysis of small trials and confirmatory factor analysis (CFA) pathway analysis was used for large trials. The multiple-choice HOTS assessment tool consisted of 30 items, and the effectiveness results of this HOTS questions on material, structure, and language aspects by two social studies learning assessment experts where it was valid and suitable for our application. Effective results for three social studies teachers indicated that the assessment tool was valid and applicable. HOTS in social studies learning helps improve quality and learning outcomes, enabling students to examine information critically, develop creativity, and improve problem-solving skills.&lt;/span&gt;

Development of Performance Assessment Instruments for Measuring Drawing Skills in Vocational Students Competence in Mechanical Engineering Expertise

Objective: This research aims to develop a performance assessment instrument that can measure Drawing Skills in Machining Engineering Skills Competency Vocational School students, in addition to determining the feasibility and results of testing the performance assessment instrument. Method: This research is development research with a 4D Model, which consists of four stages, namely Defining, Designing, Developing, and Disseminating, and is limited to the development stage only. Results: The results of the research show that the vocational school students' drawing skills instrument for machining engineering skills competency was carried out by validating the contents of the instrument using the content validity ratio (CVR) method. Instrument trials were conducted at State Vocational School 2 Surabaya in the Machining Engineering skills program, totaling thirty-one students. Of the thirty instrument items developed, the test results referred to the CVR, total correlation, OMS, and IMS criteria; two items did not meet the requirements, so these items had to be revised or eliminated. Novelty: This research presents novelty by designing a particular Performance Assessment instrument to measure the drawing skills of vocational school students who have technical drawing competency, especially in the psychomotor aspect, so that it will make it easier for teachers to carry out assessments.

How Development of Assessment Instruments with Quizizz Paper Mode in Procedure Texts: a Discourse Analysis Study

This study addresses the need for more engaging assessment tools in Indonesian language lessons for Class VII students at SMP Negeri 2 Sibolangit. It aims to (1) Explore the process of developing assessment instruments using Quizizz paper mode for procedure text materials, (2) Assess the validity of the Quizizz-assisted assessment instrument, and (3) Evaluate its practicality in classroom settings. Following the Borg and Gall research and development model, the study involves eight stages, from data collection to dissemination. Data analysis combines quantitative insights from questionnaires with qualitative feedback from validators and users. Results indicate high validity ratings from assessment and design experts, alongside strong practicality ratings from educators and students, highlighting the effectiveness of the developed assessment tool. Moreover, the discourse analysis approach provides valuable insights into how the assessment instruments facilitate meaningful interactions and learning experiences in the classroom, suggesting broader implications for curriculum design and pedagogical practices.

Examining the Assessment Practices of Foreign Language Novice Teachers

This paper reports a mixed-methods study at a public university in Colombia. It describes the classroom assessment practices and challenges of 75 novice foreign language teachers. To gather the quantitative data, the participants completed an online survey. For the qualitative data, 11 key informants participated in one-on-one online interviews. Findings revealed that novice teachers predominantly used summative assessment in the classroom and aligned their assessment instruments to large-scale tests. Moreover, novice teachers faced many challenges with classroom assessment, including determining how to assess their students, developing assessment instruments, and interpreting and using assessment scores to inform teaching and learning. In conclusion, novice teachers need more knowledge, skills, and support to handle daily assessment-related tasks.

Teachers’ made writing assessment instrument: Pedagogical insight from process to product

Despite the urgency of assessment instruments in teaching foreign language writing, evidence regarding how teachers develop assessment instruments and maintain their quality, particularly for comparison and contrast essay writing based on a genre-based approach to teachers’ classroom practices, is scantily reported. To address this empirical need, this article showcases how a set of teacher-made assessment instruments for a comparison and contrast essay based on a genre-based approach in a writing essay course at a public university in East Java was carefully and deliberately developed. To attain the research objective, this research enacted design-based research (DBR) inspired by Cavallaro and Sembiante (2021). In addition to content validity, face validity and inter-rater reliability were ensured by involving ten students, three fellow writing teachers, and two trained raters. This assessment instrument development project produces a set of valid formative assessment instruments, comprising a writing prompt and scoring rubric. The inter-rater reliability shows a high degree of positive correlation with a reliability coefficient of 0.862 from a correlational analysis based on Pearson correlation coefficient. This in-practice assessment instrument development can be used as a reference, contributing to the teachers’ assessment literacy development. It also serves as a valuable model for future researchers to develop and expand nested classroom assessment scholarship. A well-structured validity and reliability process of assessment instrument development will practically enhance the teaching practices in the essay writing course in particular and EFL teaching in general.

Development of an Online Project-Based Learning Assessment Instrument for Vocational Education Students

Objectives from the study This is an instrument for reliable online project-based learning assessment for vocational education students. Study This uses 10 procedures for the non-ttest instrument developed by Mardapi. The population study covers the whole Electrical Engineering Education student’s year at the First Faculty of Engineering, Universitas Negeri Padang. The sample consists of the 250 students selected through two stages: the trial stage, which uses the cluster random sampling method, and the stage measurement, which uses the simple random sampling method. Data analysis was performed using validity tests using the Aiken index as well as validity and reliability tests. Findings study These are (1) instruments. The assessment of project-based learning online consists of 30 valid and reliable items, so it can be used by lecturers. (2) Ability to measure cognitive, affective, and psychomotor skills in the learning process Cognitive, affective, and psychomotor vocational education students tend Good.