OF PHYSICS SUBJECT By DraHj Zulhelmi MPd Physical Education Program D EPARTEMENT OF MATHEMATICS AND SCIENCE EDUCATION FACULTY OF TRANING AND EDUCATION RIAU UNIVERSITY 2013 CHAPTER I ID: 458781
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LEARNING OUTCOMES ASSESSMENT OF PHYSICS SUBJECT
By : Dra.Hj Zulhelmi M.Pd
Physical Education
Program
D
EPARTEMENT
OF MATHEMATICS AND SCIENCE
EDUCATION
FACULTY OF TRANING AND EDUCATION
RIAU UNIVERSITY
2013Slide2
CHAPTER I Classroom-Based AssessmentSlide3
THE Basic OF
Classroom-Based Assessmentphilosophypsychology
communication
curriculum
management
Sociology-anthropology
evaluationSlide4
THE PURPOSE
OF Classroom-Based AssessmentSearchexamination
discovery
inferenceSlide5
THE FUNCTION
OF Classroom-Based AssessmentProvide feedbackIncrease students' motivation
Provide student progress reportsSlide6
Measurement and assessment
MEASUREMENT IS GIVING NUMBERS TO AN ATTRIBUTE OR CHARACTERISTIC OF A PERSON, EVENT OR OBJECT BY UNIT RULES OR REGULATIONS OR CERTAIN FORMULASTHE CHARACTERISTICS OF MEASUREMENT ARE:DESCRIPTIVEQUANTITATIVEOBJECTIVESlide7
Assessment is a process to make decisions using information that was obtained through either taking the measurements of learning outcomes using test instruments and non-test (cognitive, affective, and psychomotor)
The characteristic are:interpretativequalitative
subjective
ASSESSMENTSlide8
The principles of Classroom-based assessment
INTEGRATIONCBSACONTINUITYCOHERENCEDISCRIMINALITYWHOLE
PEDAGOGICAL
ACCOUNTABILITYSlide9
Terms of classroom-based assessment requirements
ValidReliableObjectiveBalancedDistinguish
Normal
Fair
PracticalSlide10
Criteria for selection of assessment tools
learning objectiveslearning experiencecharacteristics of studentslearning materialsinstructional mediaCharacteristics of assessment toolsSlide11
CHAPTER IIAssessment
in SchoolsDefinition of assessment:Information gathering process as early and as often as possible and make a decision based on the informationSlide12
The Characteristic of assessment
Referring to the competenceCommit the active participation of studentsLeads to the continuous assessmentSpecific contextualProvide feedback
Based of
good teaching practiceSlide13
Types of assessment
Achievement AssessmentPerformance AssessmentAlternating AssessmentAuthentic AssessmentPortofolio AssessmentSlide14
type of bill
quizoral questionsdaily testsDeuteronomy blogPractice exams and responsivenessindividual tasks
task group
Practical work reportSlide15
CHAPTER IIITAXONOMY
LEARNING OBJECTIVESTaxonomy: classification Enterprises something prepared and adopted by certain characteristicsDomaian learning objectivesCognitive: thinking skills oriented to include intellectual abilityAffective: dealing with feelings, emotions, values and attitudes of the heart system which indicates the acceptance / rejection
thd
something
Psychomotor
: oriented motor skills pertinent limbs and actions that require coordination of muscles and nervesSlide16
Cognitive Domains destination
Knowledge: The ability to recall the name, term, ideas, formulas etc. without expecting the ability to useComprehension: The ability to understanding / grasp you know about the meaning of the concept / situation or the fact that knowingApplication: ability to use abstraction in that particular situation / concrete. Admittedly abstraction in the form of general ideas, rules, procedures, general or technical manual methods in use.
Analysis: a communication breakdown into elements or parts so that the relative hierarchy of ideas that
diimplisitkan
be
explicit
Synthesis
: The placement of the elements together to form a whole such a procedure includes working with small parts, etc. elements and assemble and communicate like putting together a pattern / structure that
clearly
Evaluation
: Considerations know about the value of materials and methods specific to foment. Admittedly consideration quantitatively or qualitativelySlide17
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