Prastawa Budi dan Supratomo

Lembaga Kajian dan Pengembangan Pendidikan (LKPP)Lembaga Kajian dan Pengembangan Pendidikan (LKPP)Universitas HasanuddinUniversitas Hasanuddin

20072007

Setelah mengikuti Setelah mengikuti materi ini saudara materi ini saudara dapatdapat :– Membedakan berbagai ragam

evaluasi hasil belajar.– Memilih ragam evaluasi hasil

belajar yang sesuai dengan metode SCL.

Characteristics of Effective Evaluation & Characteristics of Effective Evaluation & Assessment in Higher Education Assessment in Higher Education (Angelo and Cross, 1993)(Angelo and Cross, 1993)

• Focuses on the processes as well as on the products of instruction.

• Assesses what we teach – and what we expect students to learn.

• Actively involves both teachers and students.• Uses multiple and varied measures.• Provides information for improving learning. • Is carried out at various key points.

• Provides useful, timely feedback to those being assessed

and those most affected.

• Is an intrinsically educational activity – one that reinforces

and furthers the teaching and learning goals on which it

focuses.

Teacher-Centered vs. Learner-Centered(Huba and Freed, 2000)

• Teaching and assessing are separate

• Assessment is used to monitor learning

• Emphasis is on right answers

• Desired learning is assessed indirectly through the use of objectively scored tests

• Culture is competitive and individualistic

• Only students are viewed as learners

• Teaching and assessing are intertwined

• Assessment is used to promote and diagnose learning

• Emphasis is on generating better questions and learning from errors

• Desired learning is assessed directly through papers, projects, performances, portfolios, etc.

• Culture is cooperative, collaborative, and supportive

• Professor and students learn together

Tujuan Evaluasi Tujuan Evaluasi (Bauer and Bauer, 2005)

For Improvement (Formative)

• learning measures

• decentralized

• most student centered

• direct measures

• soundest evidence

• least public

For Accountability (Summative)

• performance measures

• centralized

• least student centered

• indirect measures

• weakest evidence

• most public

Evaluasi adalah kegiatan identifikasi untuk melihat apakah suatu program yang telah direncanakan telah tercapai/belum, telah sesuai/tidak.

• The process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences

• The process culminates when assessment results are used to improve subsequent learning

(Huba and Freed, 2000)

(Woods, 2000)

1. Assessment is a judgement based on performance – not personalities.

2. Assessment is a judgement based on evidence, not feelings. Whatever our institution about a student’s abilities, we need evidence.

3. Assessment should be done for a purpose with clearly definedperformance conditions.

4. Assessment is a judgement done in the context of published goals, measurable criteria and pertinent, agreed-upon forms of evidence.

5. Assessment should be based on multidimensional evidence: static and dynamic situations; small assignments and lengthy projects; academic, social and personal contexts; under a variety of performance conditions; formative and summative data and with different persons being the assessors.

The Assessment Process (Huba and Freed, 2000) The Assessment Process (Huba and Freed, 2000)

Formulate statementsof intended learning

outcomes

Discuss and use assessment results to improve learning

Create experiencesleading to outcomes

Develop or selectassessment measures

TIDAKLULUS

HASIL BELAJAR

MAHASISWA BELAJAR

PENILAIAN

TES / UJIANTES / UJIANLULUSLULUS

KULIAHKULIAH

Asesmen yang UmumAsesmen yang Umum

Model lainModel lain

TUGAS

TUGAS

PRESENTASI

PRESENTASI

SEMINAR

SEMINAR

MEM

BUAT

MODEL

MEM

BUAT

MODEL

KULIAH DAN TUTORIAL

KOMPETENKOMPETEN

??

K= KnowledgeS = SkillA = Attitude

K

S A

Knowledge and ComprehensionStudents will identify, describe, recount in their own words…

Written Tests and Essays Oral Tests Reports Write an abstract or encyclopedia entry Provide a list of _________. Role play focused on providing accurate information One-Minute Paper

(McDonald and Savin-Baden, 2004)

ApplicationStudents will apply, demonstrate, solve…

Problem scenario Problem set Demonstration of skill Role Play Lab Report Field Experience/Internship Report

AnalysisStudents will categorize, examine, induce…

Case study Journal Field Experience/Internship Reflection Complex problems Conduct experiment/ test hypothesis Observations Examination of an object, writing, process

SynthesisStudents will design, integrate, relate…

Project Research Thesis Essay Design an experiment Annotated bibliography Create a video or poster Portfolio

EvaluationStudents will conclude, critique, justify…

Debate Essay Report Journal Write an editorial/position paper Comment on authors’ perspectives Book review Prepare a committee/team briefing paper

Communication

All written assignments: essay, report, reflective writing, One-Minute paper Oral report Group/team work Class discussions Oral Presentation (contoh checklist di Lampiran)

Critical Thinking

Problem-solving Projects Formulate and test hypotheses Conference paper Research Critique research reports Book review

ReferensiReferensi

• Bauer, C. and G. Bauer, 2005. Guidelines and Methods for Assessing Student Learning. Institutional Research & Planning, Undergraduate Studies – University of Delaware.

• Cross, P., and Angelo, T.,1993. Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass.

• Huba, M., & Freed, J., 2000. Learner-centered assessment on college campuses. Needham Heights, MA: Allyn & Bacon.

• McDonald, R. and M. Savin-Baden, 2004. Assessment : A Briefing on Assessment in Problem-Based Learning. Learning and Teaching Support Network, The Network Centre, Innovation Close,York Science Park, Heslington York YO10 5ZF. www.ltsn.ac.uk/genericcentre .

• Woods, D. (2000) Helping your Students Gain the Most from PBL. In: Tan Oon Seng et al, Problem-Based Learning: Educational Innovation Across Disciplines. Singapore: Temasek Centre for Problem-Based Learning.

A Creative Thinking Scale Derived From A Creative Thinking Scale Derived From Portfolio Elements Technology Projects*Portfolio Elements Technology Projects*

*Sumber : Barak, M and Y. Doppelt, 2000. Using Portfolios to Enhance Creative Thinking. The Journal of Technology Studies.

LampiranLampiran

A Creative Thinking Scale Derived From Portfolio A Creative Thinking Scale Derived From Portfolio

Elements Technology ProjectsElements Technology Projects (cont…)(cont…)

Contoh : Oral Presentation ChecklistContoh : Oral Presentation Checklist

Contoh : Oral Presentation Checklist (lanjutan….)

Contoh : Oral Presentation Checklist (lanjutan….)

Contoh : Team EvaluationContoh : Team Evaluation