Learning
and teaching as a process contains three elements that can be
distinguished, namely the purpose of teaching (instructional),
experience (process) of teaching and learning, and learning outcomes.
Instructional goal is essentially the desired behavioral changes in students'' self. Therefore, the assessment should review the extent to which student behavior change has occurred through the learning process. to find out achieved least instrusional purposes, can be taken remedial action and improvement of teaching students concerned. For example, by making changes in mangajar strategy, provide guidance and assistance to student learning. In
other words, the results of the assessment is not only useful to
determine whether instructional objectives achieved, in this case the
change in student behavior, but also as feedback for improving
teaching-learning process.
Assessment
in education at least include an assessment program or curriculum,
assessment of teaching-learning process, and assessment of learning
outcomes. assessment in the broad sense is defined as a process of determining the value of an object by using certain criteria. therefore,
the main characteristic is the existence of assessment programs that
assess, the judgments in determining the value, and the existence of a
criterion to determine or define the success of the assessment.
The
scope of the assessment mentioned above, namely the program,
teaching-learning process, and learning outcomes in essence a program
being assessed. While
judgments closely related to the criteria, namely an interpretation of
assessment results compared with criteria that are used so as to set the
assessment decision. Criteria that could be used include criteria relative and absolute criteria. The
criteria adopted by comparing the relative position of the object being
assessed against other objects using the same criteria. While the absolute criteria for comparing the position of the object being assessed with a position that should be achieved. In
line with the above criteria, the scoring system distinguished between
norm reference assessment and valuation benchmark reference. Norm reference assessment using the relative criterion reference assessment benchmarks while using absolute criteria. In
preparing the assessment tool needs to be taken several steps, among
others, formulate goals, examine or analyze curriculum materials,
developed a lattice, create questions based on the lattice including the
answer key. The
quality of assessment tools are usually viewed from the validity or the
validity of the assessment tool in assessing what should be assessed
and the reliability or constancy assessment tool, namely an assessment
when the results of these assessment tools are given several times to
the same object....Learning
and teaching as a process contains three elements that can be
distinguished, namely the purpose of teaching (instructional),
experience (process) of teaching and learning, and learning outcomes.
Instructional goal is essentially the desired behavioral changes in students'' self. Therefore, the assessment should review the extent to which student behavior change has occurred through the learning process. to find out achieved least instrusional purposes, can be taken remedial action and improvement of teaching students concerned. For example, by making changes in mangajar strategy, provide guidance and assistance to student learning. In
other words, the results of the assessment is not only useful to
determine whether instructional objectives achieved, in this case the
change in student behavior, but also as feedback for improving
teaching-learning process.
Assessment
in education at least include an assessment program or curriculum,
assessment of teaching-learning process, and assessment of learning
outcomes. assessment in the broad sense is defined as a process of determining the value of an object by using certain criteria. therefore,
the main characteristic is the existence of assessment programs that
assess, the judgments in determining the value, and the existence of a
criterion to determine or define the success of the assessment.
The
scope of the assessment mentioned above, namely the program,
teaching-learning process, and learning outcomes in essence a program
being assessed. While
judgments closely related to the criteria, namely an interpretation of
assessment results compared with criteria that are used so as to set the
assessment decision. Criteria that could be used include criteria relative and absolute criteria. The
criteria adopted by comparing the relative position of the object being
assessed against other objects using the same criteria. While the absolute criteria for comparing the position of the object being assessed with a position that should be achieved. In
line with the above criteria, the scoring system distinguished between
norm reference assessment and valuation benchmark reference. Norm reference assessment using the relative criterion reference assessment benchmarks while using absolute criteria. In
preparing the assessment tool needs to be taken several steps, among
others, formulate goals, examine or analyze curriculum materials,
developed a lattice, create questions based on the lattice including the
answer key. The
quality of assessment tools are usually viewed from the validity or the
validity of the assessment tool in assessing what should be assessed
and the reliability or constancy assessment tool, namely an assessment
when the results of these assessment tools are given several times to
the same object....