Performance Assessment Instrument Research Articles

Exploring Game Performance and Game Involvement: Effects of a Sport Education Season and a Combined Sport Education—Teaching Games for Understanding Unit

Purpose: The purpose of this study was to establish any difference in terms of game performance and game involvement using Sport Education (SE) or a combined use of SE and Teaching Games for Understanding (TGfU). In a bid to facilitate future implementation of these models, the study provides a rich description of the pedagogies arising during both interventions.Method: The participants were 85 fourth- and fifth-grade students (aged 9–11) from four physical education classes within one elementary school. The content was a 15-lesson season of basketball taught through the principles of SE or a combined use of SE and TGfU. The game performance assessment instrument was used in a systematic observation of video recordings of students’ game behavior.Results: In terms of decision making, support, overall game performance, and game involvement, a combined use of SE and TGfU unit overtakes the scores in SE.Conclusions: There is evidence that supporting the use of combined models in the physical education context can improve students’ game performance and game involvement.

“Things that are taken from one culture don’t necessarily work well in another culture.” Investigating epistemological tensions through preservice teachers’ views on the assessment of a games course in Swedish PETE

a part of the discussion about how movement knowledge is valued in physical education teacher education (PETE), issues of assessment have been brought to the fore. Studies have shown that how and when movement knowledge is assessed is strongly culturally dependent and based different epistemological orientations. The aim of this paper is to analyse and discuss how preservice teachers in Sweden perceive assessment in an invasion games course according to the games performance assessment instrument (GPAI). The empirical material presented in this study is based on a web-survey carried out at the end of the invasion games course where the participants were asked to write comments of how the experienced GPAI and its relevance in school physical education. The findings suggest that the preservice teacher experience prediction and measurement of appropriate and non-appropriate behaviours in GPAI as problematic from a didactic perspective. The ideas of “correctness” and “appropriateness”, which are fundamental in GPAI, is discussed in the relation to the socially critical constructivist epistemology that underpins Swedish PETE.

Developing Performance Assessment Instruments to Measure 4C Skills in Online Discussion Activities of Science Learning

The 21st century learning utilizes information technology for various activities, including online discussion forums, to increase students’ learning activities and learning interaction. The 4C’s performance assessment instrument in the online discussion forum is not yet available, thus, a 4C’s assessment, including communication, collaboration, critical thinking, and innovative creative thinking skills, is necessary to assess students’ performance in the process of online discussion activities. This research aims to develop 4C’s performance assessment instruments in the online discussion process using the ADDIE model. Meanwhile, instrument development included analysis, design, development, implementation, and evaluation. The instruments were in the form of observation sheets and assessment rubrics. This study tested 4C’s observation instruments in 104 students in online discussion activities during four online discussion activities. Data analysis included construct validity and reliability of each instrument indicator. The data analysis reveals that the 4C’s performance instruments are useable to measure students’ 4C’s skills in online discussion forums.

Effects of Verbal Interactions between Students on Skill Development, Game Performance and Game Involvement in Soccer Learning

The purpose of the study was to examine the effects of verbal interaction between students on skill development and soccer game performance within a socio-constructivist perspective and a cooperative learning model in team-sport teaching. In addition, the usefulness of open verbalization was manifested as follows: (1) a social tool for both actors (teachers and students) to collect and manage reports on their thought processes; (2) a tool to stimulate reflection and critical reflection on performance to induce transformation during game action projects. Participants were 18 boys and 12 girls aged (15 ± 0.4 years) from a Tunisian school (ninth grade). They were placed in either the experimental group (with verbal interaction) or the comparison group (without verbal interaction) and then were tested before and after a 12-lesson soccer unit (approximately two hours/week). Skill competence was assessed using three tests: a 15 m ball dribbling test, the Loughborough Soccer Passing Test (LSPT) and a shooting accuracy test. Game performance was measured using the Game Performance Assessment Instrument (GPAI) in which the outcome variables assessed included (a) decision-making (DM), (b) skill execution (SE), (c) support (S), (d) game performance (GP), and (e) game involvement (GI). While both groups showed significant improvements in their short-passing ability, no such improvements were found in dribbling and shooting. In contrast, only the verbal interaction group produced significant improvements in overall game performance. In conclusion, if the objectives of the physical education curriculum are to promote team-sport teaching methods and quality game play, and create a reflexive learner, verbal interaction may be an effective tool for developing tactical understanding through cooperative learning.

Model Kooperatif Team Games Tournament (TGT): Peningkatan kreatifitas, kerjasama dan keterampilan bermain sepakbola siswa tunarungu

The purpose of this study was to determine and examine the effect of the Team Games Tournament (TGT) learning model on increasing creativity, cooperation, soccer skills in deaf students. The method used was an experimental method with a research design was a pretest and posttest design. The population in this study were students of SLB Negeri Cicendo and the sample was 20 grade students. The sampling technique is total sampling. The research instrument is creativity developed from Juliantine's research (2010) and the instrument for playing football skills using GPAI (Game Performance Assessment Instrument Components). The results showed that: (1) there was an effect of the Team Games Tournament (TGT) type of cooperative learning model on creativity in deaf students, (2) there was an influence of the Team Games Tournament (TGT) type of cooperative learning model on cooperation among deaf students, (3) There is the influence of the Team Games Tournament (TGT) type of cooperative learning model on the skills of playing football in deaf students, (4) there are differences in the Team Games Tournament (TGT) type of cooperative learning model and the conventional learning model on creativity, cooperation, and football playing skills of deaf students . Referring to the results of the analysis and research conclusions, the authors provide several recommendations for other researchers who are interested in answering new findings, namely regarding the absence of influence on the variables of creativity, cooperation, football skills through the Team Games Tournament learning model. This may be a weakness in the researcher regarding the research method, data collection techniques, and the sample involved.

The TRANSFORMATION BASED ON OUTCOMES PERFORMANCE ASSESSMENT INSTRUMENTATION MODEL 0F THE NATIONAL STANDARD OF EDUCATION TO THE BALANCED SCORECARD

AbstractThe performance assessment of the outcomes of a high school must use a valid and reliableassessment instrument. The instrument model for an outcomes performance assessment thatis built from the transformation of the National Education Standards to the Four BalancedScorecards perspectives produce 65 assessment items that are valid and have high reliability. High school outcomes performance assessment in North Sumatra can be done by using aformulated model of an outcomes performance assessment instrument so that the hope is thatthe quality of SMA can be improved.

The Effect of Problem-Based Instruction Learning Methods on Improving Cognitive and Psychomotor Learning Outcomes in Computer Programming Subjects on Branching Control Structure Material

The research aims to prove that the implementation of the Problem-Based Instruction (PBI) method has impact on cognitive and psychomotor learning outcomes in computer programming subjects. The research was limited in branching control structure topic. This experimental research used Quasi Experimental Design with Nonequivalent Control Group Design type. The test instrument was used to get a score in the cognitive domain. Performance assessment instruments are used to obtain scores in the psychomotor domain. Data were tested by independent sample t-test and paired sample t-test. The test results showed a value less than 0.05, which means that there is a difference in scores between the pretest and posttest in the cognitive domain, and there is a difference between the pretest and posttest scores in the psychomotor domain. It can be concluded that PBI learning has an influence on the improvement of cognitive and psychomotor learning outcomes at branching control structure topic in computer programming subjects.

Evaluating the impact of a coach development intervention for improving coaching practices and player outcomes in netball: The MASTER coaching randomized control trial

The aim of this randomized controlled trial was to evaluate the impact of a novel 8-week coach development intervention (MASTER) on game-based coaching practices of netball coaches from one netball club (n = 16; 8 intervention, 8 active-control; NSW Australia), and player outcomes for the junior athletes being coached. The multi-component MASTER intervention aimed to educate coaches on how to design and implement high quality game-based coaching sessions. The core pillar of MASTER is ‘positive coaching,’ delivered through games-based coaching practices. At baseline and 10-weeks, two coaching sessions per coach were filmed and assessed using the MASTER assessment tool. Players (8-16yrs; n = 85) were videoed during structured gameplay, with three aspects of game play assessed using Game Performance Assessment Instrument. Coaches and players (n = 75; 12-16yrs) completed a perceptions questionnaire. Using linear mixed model ITT analysis, significant interventions effects were observed for the primary outcome: percentage of time spent performing playing-form activities [25.7% (95% CI (7.79-43.65), P = 0.008, d = 1.52]. Significant interventions effects were also observed for coach perceptions, player game skills, and player self-perceptions (P < 0.05). No significant changes were observed for player enjoyment, motivation, or wellbeing. The MASTER program was effective in improving coach and player self-perceptions, and coaching practices of netball coaches during training sessions.

Validity And Reliability Rubric Of Performance Assessment Geometry Study In Junior High School Using The Many Facet Rasch Model Approach

The purpose of this study was to analyze the validity and reliability rubric of performance appraisal on geometry subject matter using the many facet rasch model approach through the Facets software. Data were collected from 100 small-scale students and 250 large-scale students in junior high schools using 3 raters. The performance assessment instrument in the form of a rubric is used to assess the student's process of working on the questions, each question has a different rubric. The Rasch Many Faceted Measurement Model (MFRM) is used to analyze data by looking at three aspects, namely the facet person, rater agreement, and difficulty domain using the Facet program. For the facet person, the rater separation ratio was 4.96, while the reliability of the separation index was 2.15 which indicates that the assessors are separated reliably. The stratum index is 3.21 which indicates that there are three strata of rater severity that differ statistically in the sample of these 4 raters. The rater agrement obtained the reliability of the rater separation of 0.87 and the correlation between each assessor and the other ranged between 0.40 and 0.63, indicating adequate agreement among the raters in assessing test participants with their level of competence. The Difficulty Domain on the variable maps shows that the hard to soft range is from about +1 to −1 logit.

PENGEMBANGAN INSTRUMEN PENILAIAN KINERJA UNTUK MENGUKUR KOMPETENSI LABORATORIUM MAHASISWA DALAM KEGIATAN PRAKTIKUM FISIOLOGI TUMBUHAN

This study aims to: 1) determine the appropriateness of practicum performance appraisal instruments; and 2) find out whether there are differences in competency of laboratory skills among students. The instrument development procedure refers to the 4-D model with a research trial design using one shoot case study. Before the performance appraisal instrument was applied to 77 semester IV students Department of Biology Education, FSTT, Mandalika University of Education, a validation test was first conducted by an expert. Data collection techniques using validation, testing, and observation. The instruments used in this study were instrument validation sheets, observation sheets of action laboratory skills and tests of thinking laboratory skills. Data analysis using the one way ANOVA test continued with the LSD test. The results showed that: 1) the feasibility of performance evaluation instruments developed in the valid and reliable categories; and 2) there were significant differences in laboratory skills in the three groups at ɑ = 5% in the sufficient category. The conclusion of this research is the performance assessment instrument developed can be used to train student laboratory skills. The implications of this research are expected to contribute to improving the quality of practicum assessment instruments in learning in the laboratory.

Performance Assessment to Measure Student’s Mathematical Proving Ability Based on the Abductive-Deductive Approach

This study provides an overview of performance assessment instruments to measure students’ mathematical proving abilities based on the abductive-deductive approach. This is descriptive qualitative research of performance assessment instruments and their rubrics in measuring students’ mathematical proving abilities. The research method was literature study. The performance assessment instrument consists of essays designed to identify the mathematical proving abilities of students in mathematics courses. In this article, the examples are given for the Real Analysis class. The items of performance assessment were arranged referring to the abductive-deductive reasoning approach which has a pattern containing three main questions: 1) “What conditions can be obtained from the conclusion?” which was answered with abductive reasoning, 2) “What are the consequences that can be obtained from known facts?” which can be answered with deductive reasoning, and 3) “What conditions connect the conditions of conclusions and the implications of premise?” which can be answered with a key process of the mathematical statement proving process.
 Keywords: performance assessment, mathematical proving ability, abductivedeductive approach

Implementasi Kebijakan Sabilulungan Sistem Penilaian Kinerja Pegawai (SASIKAP) di Lingkungan Pemerintah Kabupaten Bandung

The urgency of performance assessment in ASN management has led to innovations in employee performance assessment based on information technology. This article aims to describe the implementation condition of Sabilulungan Employee Performance Assessment System (SASIKAP) policy as a technology-based performance assessment instrument for the State Civil Service Apparatus (ASN), from various aspects such as policy, implementation and the environment. This is related to the phenomenon that there are still employees who do not fill out the application themselves, the inconsistency between individual work targets and organizational work targets and the lack of optimal performance monitoring and appraisal processes by appraisers. The authors use a descriptive qualitative method and examines the four locus of Regional Apparatus which have different characteristics and conditions in Bandung Regency Government. The authors found that: SASIKAP policy standards and objectives have been listed in the form of Bandung Regent Regulation Number 18 of 2019 and its technical guidelines; Human resources and infrastructure in Bandung Regency Government has supported the operationalization of SASIKAP; Communication between organizations and implementation activities is running properly; there is an executing agent that makes SASIKAP easier to operate; The economic, social and political environment supports the implementation of SASIKAP policies; and The implementation of SASIKAP policy has generally been responded positively by ASN within the Bandung Regency Government.

Legitimising EU Governance through Performance Assessment Instruments

The article addresses the production of indicators as policy instruments in European public policy. It discusses the relevant literature on sociology of quantification and European public policy and applies this theoretical framework to the case of European judicial administration policy. Presenting the historical and institutional premises to the creation of two projects of judicial performance assessment by the Council of Europe and the European Commission, as well as their methodology, the article argues that the selection of indicators is a litmus test of debates over the strategies and institutional goals of the organisations proposing them. Connecting the previous analysis with the use of these instruments in the policy-making sphere, the article points out that evaluation tools in European policy, rather than serving merely as informative tools, produce empowerment side-effects in the policy arena for the organisations that developed them. In European judicial policy, indicators provide a sufficiently loose framework to solve vertical and horizontal cooperation problems at the international level, determine policy goals through the selection of areas of measurement and evaluation, and provide proof to influence local and national policy-makers over reforms either through lesson-drawing, persuasion or conditionality.

STRENGHTENING PERFORMANCE OF INDONESIAN NATIONAL POLICE IN SOUTH SUMATERA REGIONAL POLICE

Excellent police service is very important. Community expected the excellent police service, so that the National Police needs to create positive performance. The study aims to determine whether there is a direct or indirect effect of reward and job satisfaction on performance and strengthening the performance of the National Police. The research method is a survey with path analysis. The research variables are 2 exogenous variables, reward system (X1) and job satisfaction (X2) and 1 endogenous variable, performance (X3). Sampling of 548 Polri personnel in the South Sumatra Regional Police used stratified random sampling. Based on the results of statistical calculations, there is a positive direct effect of rewards on performance with a path coefficient of 0.381 and a T-count of 10.217. Job satisfaction on performance has a positive direct effect with a path coefficient of 0.475; T-count value of 12.740. The positive direct effect of rewards on job satisfaction with a path coefficient of 0.714 and the T-count of 23.817 and the indirect effect of rewards on performance through job satisfaction has a path coefficient of 0.339; T-count value is 11,242. Strengthening the performance of the National Police is done by building a healthy job environment through the accuracy of the management of reward, based on the accuracy of performance assessment instruments, so that it has an impact on job satisfaction and has positive effect on performance.

The Impact of Play Practice on Chinese Physical Education Pre-Service Teachers Badminton Content Knowledge

OBJECTIVES This study examined the development of Chinese pre-service physical education teachers’ technical skill, tactical understanding, game performance (common content knowledge - CCK), and specialized content knowledge (SCK) during a badminton course incorporating Play Practice instruction.METHODS Participants were 36 pre-service teachers (31 males, 5 females: age 21 ± 1.0) majoring in physical education at a university in central China. The students completed a 24 lesson course after a 16 weeks semester. A typical lesson (90 minutes) included a 10-minute warm-up, followed by instruction in two or three technical skills or tactics for 50-55 minutes. The final 25-minutes included the Play Practice aspect of the lesson - a specific game-based challenge to reinforce a technical or tactical aspect of badminton play. The challenge included the three typical pedagogies of Play Practice: focusing, shaping, and enhancing. The French clear test, tactical understanding in badminton, Game Performance Assessment Instrument (GPAI), and student-generated content maps were used to respectively monitor changes in technical skills, tactical understanding, game performance, and specialized content knowledge before and after the course. Parametric statistics were used to compare student outcomes.RESULTS Statistically significant differences were found on all measures from pre- to post-test, with all showing large effect sizes. In particular, over 75% of students achieved the benchmark depth of SCK following the course.CONCLUSIONS The inclusion of Play Practice within a sport instruction course can contribute to various elements that are needed to promote the CCK and SCK of pre-service physical education students.

Development of Performance Assessment Instruments to Measure Students’ Scientific Thinking Skill in the Quantitative Analysis of Acetic Acid Levels

This study aims to develop good quality performance assessment instrument that can be used to measure students’ scientific thinking skills. The research method used is Development & validation The study describes the 5 stages of instrument development, namely the analysis of performance assessment journals, analysis of Core Competency and Basic Competency on 2013 curriculum, field surveys, development of indicators and student worksheets, as well as target skills and rubric development. The developed instrument consists of 33 target skills (experimental problem solving) and 9 target skills (quantitative literacy). The expected value in this research is the accuracy of students in performing practical work. In the validity test, it is obtained a CVR value of 1.00 on 42 developed target skills, so that the instrument was declared as valid. Based on the analysis of research data, it can be concluded that the developed performance assessment instruments have good quality to measure students' scientific thinking skills.

A Teaching Games for Understanding Program to Deal With Reasons for Dropout in Under-11 Football

ABSTRACT Young players report that they dropout of organized football due to excessive emphasis on technical execution, low success, and the lack of autonomy and motivation experienced by players during training sessions. Purpose: To determine whether a TGfU intervention during a youth football program led players to improve in variables related to dropout. That means tactical-technical competence (decision-making, skill execution), success (successful game performance), autonomy (number of decisions made, player autonomy, number of game involvements, player participation), and motivation (enjoyment, intention to be physically active). Method: Twenty under-11-players and two coaches were recruited from 17 clubs. A pretest-posttest design with a multi-method approach was used. Coaches were trained and mentored in TGfU. Data were collected using Game Performance Assessment Instrument, enjoyment and intention to be physically active scales, and two focus groups with the players and the coaches. Results: Players improved in decision-making, skill execution, successful game performance, number of decisions made, number of game involvements, and intention to be physically active (p < .05). Participants attributed the results to the TGfU pedagogical features emphasized during the coaches’ training and mentoring. Conclusion: Considering the reasons for dropout in football, in terms of excessive emphasis on technical execution, low success, and the lack of autonomy and motivation experienced by players, TGfU could be a useful pedagogical approach for teaching-learning organized youth football. The TGfU pedagogical features emphasized during coaches’ training and mentoring could be crucial to obtain these results due to the fact that they were the sub-themes highlighted during the focus groups.

Developing an Instrument of Performance Assessment to Measure Problem-Solving Skills of Senior High School Students in Physics Inquiry-Based Learning

The assessment of students’ learning results has not been fully implemented. Whereas, the importance of assessing students is to find out the development of learning abilities in solving problems, but many obstacles are still faced by educators at SMAN (high school) 5, SMAN (high school)15, and SMAN (high school) 16 Bandar Lampung. This study aims to produce a valid product and determine the feasibility of construction, substance, and language. Sugiyono's research design development model was divided into (1) potential and problem, (2) data collection, (3) product design, (4) design validation, (5) design revision. The product is valid because the expert validator accepts the instrument in terms of both content and format, including instrument outline, learning scenario, rubric, and scoring guideline. The construction aspect score was 3.59 while the substance aspect score was 3.56, and the language aspect score was 3.58. The validation test result meets very sufficient quality criteria. Therefore, the product performance assessment instrument to measure problem-solving skills in physics inquiry-based learning of senior high school students can be used.

Cognitive Functioning, Physical Fitness, and Game Performance in a Sample of Adolescent Soccer Players

The aim of this study was to analyze the relationships between cognitive functioning, physical fitness, and game performance in a sample of adolescent soccer players. Eighty-five boys from a soccer team in Rincon de la Victoria (Malaga, Spain), aged between 12 and 16 years, participated in the study. The D2 and Global-Local Attention (GLA) tests were used to evaluate selective and divided attention, respectively, and the Coding and Symbol Search tests of the Wechsler Intelligence Scale for Children (WISC-IV) were used for processing speed. To analyze physical fitness, the standing long jump test, speed test, and Course-Navette test of the Alpha-Fitness battery were used. Finally, the Game Performance Assessment Instrument (GPAI) was used to analyze sports performance in three vs. three small-sided games. The analyses showed that cognitive functioning was related to game performance. The results obtained suggest the importance of cognitive functions for performance in this sport.

Development of Sciences Generic Skills Assessment (SGSA) Instrument: Basic Chemistry Practicum

Performance assessment instruments so far were still general, not specifically assessing expected performance in each practicum. This study was aimed to develop instruments to assess generic science skills in basic chemistry practicum. ADDIE development model was used as a methodology in this research with data collection methods through observation and questionnaires. The subjects of this study were 3rd-semester students taking basic chemistry practicum courses at the University. Instrument validation was done by content analysis and reliability test between the rater as the methods to reliability test of the rubrics. The results of validity and reliability tests showed that the instruments meet valid and reliable criteria for the assessment instruments of generic science skills, especially direct observation skills, symbolic language, and logic inference in basic chemistry practicum. The reliability test showed the average value of interclass correlation coefficient (ICC) in the redox and electrochemical practicum was 0.780; in chemical kinetics practicum 0.660; and in the functional group introduction practicum 0.639. The results of the feasibility test showed that the percentage of positive responses was 92.08% and negative responses were 7.92%, so it can be stated that the product received a positive response. Based on the results of the study, the assessment instruments developed were declared to be suitable as assessment instruments.