“TEKNIK PENILAIAN”
OLEH
Nim : 1703375
Kelompok. : 4
JURUSAN FISIKA
2018
BAB I
PEMBAHASAN
INDIKATOR Skor
1 2 3
A. Persiapan
1. Membuat pertanyaan berdasarkan wacana dan
gambar yang ditampilkan dengan benar dan
lengkap
2. Membuat jawaban sementara dari pertanyaan
berdasarkan wacana dan gambar yang
ditampilkan dengan benar dan lengkap
3. Kecakapan menentukan kegunaan alat dan bahan
untuk mengamati perambatan cahaya
4. Kecakapan mempersiapkan alat dan bahan yang
dibutuhkan
B. Pelaksanaan
1. Berpartisipasi dalam kegiatan percobaan
2. Kecakapan menyusun peralatan percobaan seperti
pada gambar di LKPD
3. Kebenaran hasil percobaan
4. Kecakapan menganalisis hasil percobaan
C. Pelaporan Hasil
1. Kecakapan melaporkan hasil percobaan
2. Kecakapan menjawab soal-soal latihan
3. Kecakapan membuat kesimpulan dari hasil
percobaan
Skor Total
Keterangan:
1= tidak tahu apa-apa
2= kriteria kurang tepat
3=kriteria tepat
2. Penilaian Sikap
a. Pengertian
Sikap bermula dari perasaan (suka atau tidak suka) yang terkait dengan
kecendrungan seseorang dalam merespon sesuatu atau objek. Sikap juga
sebagai ekspresi dari nilai-nilai atau pandangan hidup yang dimiliki oleh
seseorang. Sikap dapat dibentuk, sehingga terjadi perilaku atau tindakan
yang diinginkan.
Sikap terdiri dari tiga komponen, yakni: afektif, kognitif, dan konatif.
Komponen aktif adalah perasaan yang dimiliki oleh seseorang atau
penilaiannya terhadap sesuatu objek. Komponen kognitif adalah
kepercayaan atau keyakinan seseorang mengenai objek. Adapun
komponen konatif adalah kecendrungan untuk berprilaku atau berbuat
dengan cara-cara tertentu berkenaan dengan kehadiran objek sikap.
Secara umum, objek sikap yang perlu dinilai dalam peroses pembelajaran
berbagai mata pelajaran adalah sebagai berikut.
a) Sikap terhadap materi pelajaran.
Peserta didik perlu memiliki sikap positif terhadap materi pelajaran.
Dengan sikap positif pada diri peserta didik akan tumbuh dan
berkembang minat belajar, akan lebih mudah diberi motivasi, dan akan
lebih mudah menyerap materi pelajaran yang diajarkan.
b) Sikap terhadap guru/pengajar
Peserta didik perlu memiliki sikap positif terhadap guru. Peserta didik
yang tidak memiliki sikap positif terhadap guru akan cenderung
mengabaikan hal-hal yang diajarkan. Dengan demikian, peserta didik
yang memiliki sikap negatif terhadap guru/pengajar akan sukar
menyerap materi pelajaran yang diajarkan oleh guru tersebut.
c) Sikap terhadap proses pembelajaran
Peserta didik juga prlu mrmiliki sikap positif terhadap proses
pembelajaran yang berlangsung. Proses pembelajaran mencakup
suasana pembelajaran, strategi, metodologi, dan teknik pembelajaran
yang digunakan. Prose pembelajaran yang menarik nyaman dan
menyenangkan dapat menumbuhkan motivasi belajar peserta didik,
sehingga dapat mencapai hasil belajar yang maksimal.
d) Sikap berkaiatan dengan nilai atau norma yang berhubungan dengan
suatu materi pelajaran. Misalnya kasus atau masalah lingkungan hidup,
berkaitan dengan materi biologi atau goeografi. Peserta didik juga
perlu memiliki sikap yang tepat, yang dilandasi oleh nilai-nilai positif
terhadap kasus lingkungan tertentu (kegiatan pelestarian/kasus
perusakan lingkungan hidup). Misalnya, peserta didik memiliki sikap
positif terhadap program perlindungan satwa liar. Dalam kasus yang
keluar negri.
e) Sikap berhubungan dengan kompetensi afektif lintas kurikulum yang
relevan dengan mata pelajaran.
b. Teknik Penilaian Sikap
Penilaian sikap dapat dilakukan dengan beberapa cara/teknik. Teknik-
teknik tersebut antara lain: observasi perilaku, pertanyaan langsung, dan
laporan pribadi. Teknik-teknik tersebut secara ringkas dapat diuraikan
sebagai berikut:
1. Observasi perilaku
Perilaku seseorang pada umumnya menunjukan kcenderungan
seseorang dalam sesuatu hal. Misalnya, orang yang biasa minum kopi
dapat dipahami sebagai kecendrungannya yang senang kepada kopi.
Oleh karena itu, guru dapat melakukan observasi terhadap peserta
didik yang dibinanya. Hasil pengamatan dapat dijadikan sebagai
umpan balik dalam pembinaan. Observasi perilaku disekolah dapat
dilakukan dengan menggunakan buku catatan khusus tentang kejadiab-
kejadian berkaitan dengan peserta didik selama disekolah.
2. Pertanyaan langsung
Kita juga dapat menenyakan secara langsung atau wawancara tentang
sikap seseorang berkaitan dengan sesuatu hal. Misalnya, bagaimana
tanggapan peserta didik tentang kebijakan yang baru diberlakukan
disekolah mengenai “peningkatan ketertiban”. Berdasarkan jawaban
dan reaksi lain yang tampil dalam memberi jawaban dapat dipahami
sikap peserta didik itu terhadap objek sikap. Dalam penilaian sikap
peserta didik disekolah, guru juga dapat menggunakan teknik ini dalam
menilai sikap dan membina peserta didik.
3. Laporan pribadi
Melalui penggunaan teknik ini disekolah, peserta didik diminta
membuat ulasan yang berisi pandangan atau tanggapannya tentang
suatu masalah, keadaan, atau hal yang menjadi objek sikap. Misalnya,
peserta didik diminta menulis pandangannya tentang “kerusuhan antar
etnis” yang terjadi akhir-akhir ini diindonesia. Dari ulasan yang dibuat
oleh peserta didik tersebut dapat dibaca dan dipahami kecendrungan
sikap yang dimilikinya.
Untuk menilai perubahan perilaku atau sikap peserta didik secara
keseluruhan, termasuk kelompok mata pelajaran agama dan akhlak
mulia, kewarganegaraan dan kepribadian, estetika, dan jasmani, semua
catatan dapat diragkum dengan menggunakan lembar pengamatan
berikut.
3. Penilaian Tertulis
a. Pengertian
Penilaian secara tertulis dilakukan dengan tes tertulis. Tes tertulis
merupakan tes dimana soal dan jawaban yang diberikan kepada peserta
didik dalam bentuk tulisan dalam menjawab soal peserta didik tidak selalu
merespon dalam bentuk menulis jawaban tetapi dapat juga dalm bentuk
yang lain seperti menjawab secara lisan,memberi tanda, mewarnai,
menggambar, malakukan sesuatu, dan lain sebagianya.
b. Teknik penilaian
Ada dua bentuk soal tes tertulis,yaitu:
1. Memilih jawaban yang dibedakan menjadi:
a. Pilihan ganda
b. Dua pilihan (benar-salah, ya-tidak)
c. Menjodohkan
d. Sebab-akibat
2. Mensuplai jawaban, dibedakan menjadi:
a. Isian atau melengkapi
b. Jawaban singkat atau pendek
c. Uraian
4. Penilaian Proyek
a. Pengertian
Penilaian proyek dapat digunakan untuk mengetahui pemahaman,
kemampuan mengaplikasikan, kemampuan penyelidikan dan kemampuan
menginformasikan peserta didik pada mata pelajaran tertentu secara jelas.
Dalam penilain proyek setidaknya ada 3 (tiga) hal yang perlu dipertimbangkan
yaitu:
a) Kemampuan penelolaan: Kemampuan peserat didik dalam memilih topik,
mencari informasi, dan mengelola waktu pengumpulan data serta penulisan
laporan.
5. Penilaian Produk
a. Pengertian
Penilaian produk adalah penilaian terhadap proses pembuatan dan kualitas
suatu produk. Penilaian produk meliputi penilaian kemampuan peserta
didik membuat produk-produk teknologi dan seni, seperti: makanan,
pakaian, hasil karya seni (patung, lukisan, gambar), barang-barang terbuat
dari kayu, keramik, plastik, dan logam.
Pengembangan produk meliputi 3 (tiga) tahap dan setiap tahap perlu
diadakan penilaian yaitu:
* Tahap persiapan, meliputi: penilaian kemampuan peserta didik dan
merencanakan, menggali, dan mengembangkan gagasan, dan mendesain
produk.
* Tahap pembuatan produk (proses), meliputi: penilaian kemampuan
peserta didik dalam menyeleksi dan menggunakan bahan, alat, dan teknik.
* Tahap penilaian produk (appraisal), meliputi: penilaian produk yang
dihasilkan peserta didik sesuai kriteria yang ditetapkan.
b. Teknik Penilaian Produk
Penilaian produk biasanya menggunakan cara holistik atau analitik.
Cara analitik, yaitu berdasarkan aspek-aspek produk, biasanya dilakukan
terhadap semua kriteria yang terdapat pada semua tahap proses
pengembangan.
Cara holistik, yaitu berdasarkan kesan keseluruhan dari produk, biasanya
dilakukan pada tahap appraisal.
6. Penilaian Portofolio
a. Pengertian
Hal-hal yang perlu diperhatikan dan dijadikan pedoman dalam penggunaan penilaian
portofolio di sekolah, antara lain:
5. Kepuasan
Hasil kerja portofolio sebaiknya berisi keterangan dan atau bukti yang
memberikan dorongan peserta didik untuk lebih meningkatkan diri.
6. Kesesuaian
Hasil kerja yang dikumpulkan adalah hasil kerja yang sesuai dengan
kompetensi yang tercantum dalam kurikulum.
CHAPTER I
DISCUSSION
1. Assessment of Performance
a. Understanding
Performance evaluation is an assessment carried out by observing the
activities of students in doing something. This assessment is suitable to be
used to assess the achievement of competencies that require students to
perform certain tasks such as: dilaboraturium practice, practice prayer, OR
practices, presentations, discussions, role playing, playing musical
instruments, singing, poetry reading / declamation etc.
This method of collection is considered more authentic than a written test
because what is considered more reflects the ability of the actual learners.
Performance evaluation needs to consider the following:
1. Performance measures that students are expected to do to show the
performance of a competency.
2. The completeness and accuracy of aspects that will be assessed in the
performance.
3. Special abilities needed to complete the task.
4. Try the ability to be assessed not too much, so that all can be observed.
5. Ability to be assessed is sorted according to the order to be observed.
b. Performance Assessment Techniques
Observations of performance need to be carried out in various contexts to
determine the level of achievement of certain abilities. To assess students'
speaking skills, for example, various observations or speaking
observations such as: small group discussions, giving speeches, telling
stories, and conducting interviews. Thus, the picture of students' abilities
will be more complete. To observe the performance of students can use the
following tools or instruments:
1. Register check (check-list)
Performance evaluation can be done using dafrat check (good or not). By
using the checklist, students get grades if certain competency mastery
criteria can be observed by the assessor. If it cannot be observed, students
cannot get grades. The weakness of this method is that the appraiser only
has two absolute choices, for example right-wrong, observable-
unobservable, good-not good. Thus there is no middle value, but checklists
are more practical to be used to observe large numbers of subjects.
2. Rating scale
Performance appraisal that uses a rating scale allows the assessor to give a
midpoint to the mastery of certain competencies, because the value is
given in a continuum where the choice of value categories is more than 2.
The rating scale ranges from imperfect to very perfect. For example:
1 = incompetent, 2 = quite competent, 3 = competent and 4 = very
competent.
To minimize the subjectivity factor, it is necessary to evaluate more than
one person, so that the assessment results are more accurate.
2. Assessment of attitude
a. Understanding
In general, the object of attitudes that need to be assessed in the process of learning
various subjects is as follows.
Students need to have a positive attitude towards the subject matter. With a positive
attitude in the learners themselves will grow and develop interest in learning, will be
more easily motivated, and will more easily absorb the subject matter taught.
Students need to have a positive attitude towards the teacher. Students who do not
have a positive attitude towards the teacher will tend to ignore things that are taught.
Thus, students who have a negative attitude towards the teacher / teacher will find it
difficult to absorb the subject matter taught by the teacher.
Students also need to have a positive attitude towards the ongoing learning process.
The learning process includes the learning atmosphere, strategies, methodologies, and
learning techniques used. An interesting learning process that is comfortable and fun
can foster students' learning motivation, so that they can achieve maximum learning
outcomes.
d) Attitude related to the values or norms related to a subject matter. For example
cases or environmental problems, related to biological material or geography.
Students also need to have the right attitude, which is based on positive values on
certain environmental cases (environmental conservation / destruction cases). For
example, students have a positive attitude towards wildlife protection programs. In the
case of foreign countries.
1. Observing behavior
We can also direct or interview someone's attitude regarding something. For example,
how do students respond to new policies applied in schools regarding "improving
order". Based on the answers and other reactions that appear in giving answers can be
understood the attitude of the students towards the object of attitude. In assessing the
attitudes of students in schools, teachers can also use this technique in assessing
attitudes and fostering students.
3. Personal report
Through the use of this technique in schools, students are asked to make reviews that
contain their views or responses about a problem, situation, or thing that is the object
of attitude. For example, students were asked to write down their views on "inter-
ethnic riots" that occurred recently in Indonesia. From the reviews made by the
students, they can be read and understood the tendency of the attitude they have.
3. Written Assessment
a. Understanding
Written assessment is done with a written test. Written test is a test where the
questions and answers given to students in writing in answering the questions of
students do not always respond in the form of writing answers but can also be in other
forms such as answering orally, giving a sign, coloring, drawing, doing something,
and others.
b. Assessment technique
a. Multiple choice
c. Match up
a. Fill in or complete
c. Description
From various written assessment tools, the test selects the right-wrong, short,
matching and causal answers is a tool that only assesses low thinking ability, namely
the ability to remember (knowledge). Multiple choice tests are used to assess high
thinking abilities with a wide range of material. Students do not develop their own
answers, so they tend to only choose the right answers and if students do not know the
right answers, students will guess. This causes students not to learn to understand the
lesson but memorize questions and answers. In addition, multiple choice tests are less
able to provide enough information to be used as feedback to diagnose learners'
weaknesses or
Written form description test is an assessment tool that requires students to remember,
understand, and organize their ideas or things that have been learned. Students express
or express these ideas in the form of written descriptions using their own words. This
tool can assess various types of competencies, such as expressing opinions, thinking
logically, and concluding. Weaknesses of this tool include the limited scope of the
question and requires more time in correcting answers.
b) Material, for example the suitability of the questions with competency standards,
basic competencies and indicators of achievement in the curriculum.
d) Language, for example, the formulation of the question does not use words /
sentences that give rise to multiple interpretations.
4. Project Assessment
a. Understanding
In assessing the project there are at least 3 (three) things that need to be considered,
namely:
a) Management ability: The ability of students to choose topics, find information, and
manage the time of data collection and report writing.
b) Relevance: suitability with subjects, taking into account the stages of knowledge,
understanding and skills in learning.
c) Authenticity: Projects carried out by students must be the result of their work,
taking into account the teacher's contribution in the form of instructions and support
for the student project.
b. Project Assessment Techniques
Projects are learning tasks (learning activities) which include the activities of
designing, implementing and reporting in writing or verbally in a certain time. Project
appraisal data includes scores obtained from stages: planning / preparation, data
collection, data processing, and presentation of data or reports. In assessing each
stage, the teacher can use each score that ranges from 1 to 4. Score 1 is the lowest
score and score 4 is the highest score for each stage. So the lowest total score for the
whole stage is 4 and the highest total score is 16.
Project appraisal is carried out starting from the planning process to the final project
results. For this reason, the teacher needs to determine the things or stages that need to
be assessed, such as the preparation of designs, data collection, data analysis, and
preparation of written reports. Task reports or research results can also be presented in
the form of posters. The assessment can use assessment tools / instruments in the form
of check lists or rating scales.
5. Product Assessment
a. Understanding
Product development includes 3 (three) stages and each stage needs to be assessed,
namely:
The analytical method, which is based on the aspects of the product, is usually carried
out on all the criteria contained at all stages of the development process.
The holistic way, which is based on the overall impression of the product, is usually
done at the appraisal stage.
6. Portfolio Assessment
a. Understanding
Based on this development information, the teacher and students themselves can
assess the development of students' abilities and continue to make improvements.
Thus, the portfolio can show the development of students' learning progress through
their work, including: essays, poetry, letters, composition of music, pictures,
photographs, paintings, book reviews / literature, research reports, synopsis, etc.
Matters that need to be considered and used as guidelines in the use of portfolio
assessments in schools include:
The teacher conducts research on the work of students who are used as portfolio
assessment material so that the work is the result of the work made by the students
themselves.
In the assessment process the teacher and students must have mutual trust, need each
other and help each other so that the educational process takes place well.
Teachers and students need to have a sense of belonging to the portfolio file so that
students will feel that they have the work collected and will endeavor to continue to
improve their abilities.
5. Satisfaction
Portfolio work should contain information and / or evidence that encourages students
to improve themselves.
6. Suitability
The results of the work collected are work results that are in accordance with the
competencies listed in the curriculum.
Portfolio assessment is an integral part of the learning process. The main benefit of
this assessment is a very meaningful diagnostic for teachers to see the advantages and
disadvantages of students.
1. Explain to students that the use of portfolios is not only a collection of students'
work that is used by the teacher for assessment, but also used by the students
themselves. By looking at the portfolio students can know their abilities, skills and
interests. This process will not occur spontaneously, but it takes time for students to
learn to believe in their own assessment results.
2. Determine with students what sample portfolios will be made. Portfolios between
students from one and the other can be the same can be different. For example, for
writing skills students collect essays. As for the ability to draw, students collect
homemade drawings.
3. Collect and store the works of each student in a folder or folder in their respective
homes or lockers at school.
5. We recommend that you determine the criteria for assessing the sample portfolio
and its weight with the students before they make their work.
6. Discuss how to assess the quality of the work of students. For example, criteria for
assessing writing skills are: the use of grammar, vocabulary selection, completeness
of ideas, and writing systematics. Thus, students know the expectations (standards) of
teachers and try to achieve these standards.
7. Ask students to assess their work continuously. Teachers can guide students, how
to assess by giving information about the advantages and disadvantages of the work,
and how to improve it. This can be done when discussing a portfolio.
8. After a work has been assessed and its value has not been satisfactory, the students
are given the opportunity to improve. However, between students and teachers need to
be made a "contract" or agreement regarding the period of repairs, for example 2
weeks of repaired work must be submitted to the teacher.
a. Understanding
Using this technique can have a positive impact on the development of one's
personality. The advantages of using self-assessment in class include:
1. can foster self-confidence of students, because they are given the confidence
to judge themselves;
2. learners are aware of their strengths and weaknesses, because when they make
an assessment, they must introspect their strengths and weaknesses;
3. can encourage, familiarize, and train students to be honest, because they are
required to be honest and objective in making judgments.
b. Assessment Technique
b. Objective Test
Objective tests are often called dichotomous tests (dichotomously
scored items) because the answer is between right or wrong and the
score is between 1 or 0. It is called an objective test because it is
objective. Anyone who corrects the objective test answers will be the
same because the key to the answer is clear and certain. Objective tests
require students to choose the right answer among the possible answers
provided, give a short answer, and complete a question or statement
that is not perfect. Objective tests are very suitable for assessing
abilities that demand mental processes that are not so high, such as
remembering, knowing, understanding, and applying principles. There
are six types of objective tests, namely:
1) Right - False
The right form - wrong is a simple test, because in answering the
question of form right - wrong, students are only faced with two
choices, namely determining whether the statement stated in the item is
true or false.
2) Short answer or short entry
The form of short answers is a form of questions that only requires test
participants to fill in short answers, usually only answers in the form of
short sentences, numbers, symbols, or phrases.
3) Matching
Matching form is a form of test consisting of questions series and
answer series, questions series written in the left lane and answer series
written in the right lane, the test is suitable for knowing understanding
or facts and concepts.
4) Fill or Complete
Questioning is a matter that requires test participants to give short
answers in the form of facts, phrases, numbers or symbols, this form is
suitable for measuring memory skills.
5) Multiple Choice
Multiple choices are questions whose answers must be selected from
several possible answers provided. Each multiple choice item consists
of a stem and choice of answers and each answer option consists of an
answer key marked with an astrik (*) and distractor (deception) mark.
c. Action Test
An action test is a test that demands the answers of students in the
form of behavior, actions, or actions under the supervision of
examiners who will observe their appearance and make decisions
about the quality of learning outcomes they produce or display.
Students act according to what is ordered and asked.
Action tests can be used to assess the quality of a work done by
students, including the skills and accuracy of completing a job, speed
and ability to plan a job. Actions or performance that can be assessed
such as: playing a musical instrument, singing, reading poetry /
declamation, using laboratory equipment, and operating a device.
Examples of action tests:
"Try to show in front of the class how to teach using the jigsaw type
active learning model".
As with other types of tests, the action test also has advantages and
disadvantages. The advantages of the action test are:
(1) The only test technique that can be used to find out the learning
outcomes in the field of skills, such as reading al-Qur'an skills based
on the recitation of recitation.
(2) It is very good to be used to match the suitability of theoretical
knowledge with practical skills, so that the assessment results are
complete.
(3) The implementation does not allow students to cheat each other.
(4) Teachers can get to know the characteristics of each student as a
basis for follow-up assessment results, such as remedial learning.
The weaknesses / shortcomings of the action test are:
(a) Take a long time
(b) In certain cases requires a large fee
(c) Fast boring
(d) If the action test has become something routine, then it has no
meaning
(e) requires complete supporting conditions, both time, energy and
cost. If the conditions are not met, then the results of the assessment
cannot be accounted for properly.
BAB III
PENUTUP
KESIMPULAN
Jika dilihat dari bentuk jawaban peserta didik, maka tes dapat dibagi menjadi jenis,
yaitu: Tes Tertulis Bentuk Uraian (Essay), Tes bentuk uraian adalah tes yang
pertanyaannya membutuhkan jawaban uraian, baik uraian secara bebas maupun uraian
secara terbatas. Tes Objektif, Tes objektif sering juga disebut tes dikotomi
(dichotomously scored item) karena jawabannya antara benar atau salah dan skornya
antara 1 atau 0. Tes Tindakan (Performance Test), Tes tindakan adalah tes yang
menuntut jawaban peserta didik dalam bentuk perilaku, tindakan, atau perbuatan di
bawah pengawasan penguji yang akan mengobservasi penampilannya dan membuat
keputusan tentang kualitas hasil belajar yang dihasilkannya atau ditampikannya.
Peserta didik bertindak sesuai dengan apa yang diperintahkan dan ditanyakan.
CHAPTER III
CLOSING
CONCLUSION
Assessment is the process of gathering and processing information to
measure the achievement of learning outcomes of students. Class
assessment is a form of teacher activity related to decision making
about the achievement of competencies or learning outcomes of
students who follow a particular learning process. For this reason, data
is needed as information that is relied upon as a basis for decision
making. Data is collected and collected by teachers through procedures
and assessment tools that are in accordance with the competencies or
learning outcomes to be assessed. Assessment of basic competencies is
carried out based on competency achievement indicators that contain
one or more domains. Based on these indicators can be determined the
appropriate assessment method, whether by written tests, observations,
practice tests, and individual or group assignments. According to
Shadiq (2009), there are seven assessment techniques that can be used
to measure student achievement in learning outcomes, namely:
performance appraisal, attitude assessment, written assessment, project
assessment, product assessment, portfolio assessment and self-
assessment.
When viewed from the students' answers, the test can be divided into
types, namely: Written Description Form (Essay), a description form
test is a test that requires answers to a description, either a free
description or a limited description. Objective Tests, objective tests are
often also called dichotomous tests (dichotomously scored items)
because the answer is between right or wrong and the score is between
1 or 0. Action Tests, Action tests are tests that demand students'
answers in the form of behavior, actions, or acts under the supervision
of examiners who will observe their appearance and make decisions
about the quality of learning outcomes they produce or display.
Students act according to what is ordered and asked.
DAFTAR PUSTAKA