Developing Assessment Instrument to Measure Physics Problem Solving Skills for Mirror Topic

Aim/Purpose: Within higher education, graduating students who are able to solve ill-structured, complex, open-ended, and collaborative, workplace problems is recognized as paramount. Because of this, there is a need to assess this skill across the curriculum. Background: This paper addresses this issue by assessing problem-solving across a computing curriculum using an assessment instrument shown to be reliable and valid. Methodology: The method is based upon the implementation of the assessment instrument that uses a scenario-based asynchronous discussion board measuring the ability of student groups to solve workplace problems. The sample are computing students from the 2nd, 3rd, 4th year, and master’s levels at a UAE university. Contribution: This paper shows the problem-solving skills of students over four years of study across a computing curriculum and demonstrates the effectiveness of the instrument. Findings: There was a general increase in student problem-solving performance from the 2nd, 3rd, 4th year, and master’s levels, but students often failed to meet the expected level of performance for their year of study. In addition, the instrument was effective in assessing problem-solving. Recommendations for Practitioners: This assessment instrument, or one similar, that uses a scenario-based asynchronous discussion board can be used to measure the ability of student groups to solve workplace problems. Impact on Society: Students must be prepared to solve workplace problems to meet the needs of 21st century employment. Future Research: Further research should be conducted with this assessment instrument, or one similar, outside of this fairly unique UAE- based context.

Download Full-text

Pengukuran Keterampilan Pemecahan Masalah Siswa SMA Kelas X di Kabupaten Klaten

JIPVA (Jurnal Pendidikan IPA Veteran) ◽

10.31331/jipva.v2i1.592 ◽

2018 ◽

pp. 66

Author(s):

Siti Muawanah

Keyword(s):

Problem Solving ◽

Standardized Test ◽

Field Testing ◽

Assessment Instrument ◽

Low Grade ◽

High Grade ◽

Main Field ◽

Problem Solving Skills ◽

Test Items ◽

Measure Problem

Abstrak Penelitian ini bertujuan untuk (1) mengetahui kelayakan instrumen penilaian yang dikembangkan sesuai dengan spesifikasi standar tes; (2) mengetahui kemampuan instrumen penilaian yang dikembangkan dalam mengukur kemampuan pemecahan masalah. Penelitian ini merupakan R&D dengan mengadaptasi model Borg and Gall yang dimodifikasi menjadi sembilan bagian, yaitu pengumpulan informasi, perencanaan produk, pengembangan draf produk, uji coba lapangan awal, dan revisi I, uji coba lapangan, revisi II, uji pelaksanaan lapangan, dan diseminasi. Analisis data menggunakan program Quest. Hasil penelitian adalah (1) instrumen penilaian layak sesuai dengan spesifikasi standar tes; (2) instrumen penilaian yang dikembangkan dapat digunakan untuk mengukur kemampuan pemecahan masalah dengan hasil siswa dengan kemampuan pemecahan masalah sangat tinggi yaitu 8,25 %; siswa dengan kemampuan pemecahan masalah tinggi sebesar 65,97 %; siswa dengan kemampuan pemecahan masalah sedang sebesar 17,53%; siswa dengan kemampuan pemecahan masalah rendah sebesar 8,25% yang dilakukan pada 3 SMA di kabupaten Klaten. Kata kunci: penilaian, pengukuran, pemecahan masalah MEASURING PROBLEM SOLVING SKILL OF SENIOR HIGH SCHOOL STUDENT’S GRADE X IN KLATEN Abstract This study aims to investigate: (1) the appropriateness of assessment instrument to measure students problem solving skill according to the standardized test, (2) the capability of assessment instrument for measuring student’s problem solving skills.This study is research and development that adapted Borg & Gall models modified into nine steps: collecting information, planning product, developing product, preliminary field testing, main field revision, main field testing, operational product revision, operational field testing, and dissemination. The result of the study are (1) essay test items that are valid to measure problem solving skills according to the standardized test; (2) the items are used to measure problem solving skills at 3 schools in Klaten District. The result of capability instrument to measure problem solving skills from 97 students indicated; very high grade 8,25%; high grade 65,97; medium grade 17,53%; and low grade 8,25%. Keywords: assessment, measuring, problem solving skill

Download Full-text

Developing Assessment Instruments of PISA Model to Measure Students’ Problem-Solving Skills and Scientific Literacy in Junior High Schools

Jurnal Pendidikan Sains Indonesia ◽

10.24815/jpsi.v8i2.17468 ◽

2020 ◽

Vol 8 (2) ◽

pp. 292-305

Author(s):

Dadan Rosana ◽

Eko Widodo ◽

Wita Setianingsih ◽

Didik Setyawarno

Keyword(s):

High School ◽

High Schools ◽

Problem Solving ◽

Field Test ◽

Junior High School ◽

Scientific Literacy ◽

Junior High ◽

Junior High Schools ◽

Assessment Instrument ◽

Problem Solving Skills

This study aims at producing an assessment instrument of the PISA model to measure students’ problem-solving skills and scientific literacy in junior high schools that are valid, practical, and having potential effects. This research employed the design of development studies. The analysis used the Item Response Theory (IRT) Rasch model based on the junior high school students' responses to the developed PISA assessment instrument on natural science subjects. The result of this study was a test set of PISA model for the material of Vibration, Wave, and Sound consisting of 40 items. The test was valid in terms of content, constructs, and language according to the expert assessment, and practical based on small group trials. It also had a potential effect based on the students’ answers and questionnaires results in the field test. The qualitative analysis showed that the developed test had several potential effects, i.e. the development of students' problem-solving skills and scientific literacy so that they gained a relatively high ability to solve a test with the PISA model. The results of quantitative analysis through field test trials showed that there was a significant effect from the application of the PISA model test to enhance students’ scientific literacy and problem-solving skills in the junior high school with the Sig. value of 0.000 which was less than the significance level of 0.05 (α = 5%).

Download Full-text

Developing an Assessment Instrument of Mathematical Problem-Solving Skills in Senior High School

International Journal of Trends in Mathematics Education Research ◽

10.33122/ijtmer.v2i3.81 ◽

2019 ◽

Vol 2 (3) ◽

pp. 138

Author(s):

Dyah Ayu Fitriana ◽

Supahar Supahar

Keyword(s):

High School ◽

Problem Solving ◽

Mathematical Problem ◽

Senior High School ◽

Assessment Instrument ◽

Skill Assessment ◽

Test Reliability ◽

Mathematical Problem Solving ◽

Validity And Reliability ◽

Problem Solving Skills

This study aims to develop an assessment instrument of mathematical problem-solving skills in senior high school. The developed assessment instrument includes instrument outlines, items of mathematical problem-solving skill in senior high school instrument, and scoring guidelines. The development procedures include 1) Planning the test, 2) Trying out the test, and 3) Establishing the Validity Test, 4) Establishing Test Reliability, and 5) Interpreting the Test Score. The trial was conducted on 508 respondents involving 4 experts and 1 practitioner as raters. The interpretation of the results of the trial is intended to find out the instrument construction and the validity and reliability of the assessment instrument. A problem-solving skill assessment instrument has been validated by the raters. Indicators to be measured include understanding problems, formulating strategies, implementing the strategies, and interpreting the results. The reliability coefficient of the results of the trial is categorized as good in which the Cronbach Alpha value is 0.82. Therefore, the developed instrument can be used to measure the mathematical problem-solving skills in senior high school.

Download Full-text

Outcomes-based Assessment Instrument for Engineering Problem-solving Skills

10.18260/1-2--35023 ◽

2020 ◽

Author(s):

Bahar Memarian ◽

Susan McCahan

Keyword(s):

Problem Solving ◽

Engineering Problem ◽

Assessment Instrument ◽

Problem Solving Skills ◽

Engineering Problem Solving

Download Full-text

PENGEMBANGAN MODEL ASESSMENT AUTENTIK GUNA MENILAI KETERAMPILAN PEMECAHAN MASALAH DALAM KEGIATAN PRAKTIK LAPANGAN CALON GURU BIOLOGI

Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam ◽

10.18269/jpmipa.v20i1.567 ◽

2015 ◽

Vol 20 (1) ◽

pp. 82

Author(s):

Mr. Cartono ◽

Yusuf Ibrahim ◽

Cita Tresnawati ◽

Nia Nurdiani

Keyword(s):

Problem Solving ◽

Authentic Assessment ◽

Assessment Model ◽

Assessment Instrument ◽

Needs Analysis ◽

Product Analysis ◽

Biology Teachers ◽

Problem Solving Skills ◽

Analysis Process ◽

Field Practice

The aim of this study was to generate an authentic assessment model which has tested-distinctive characteristics so that it can be used to assess pre service Biology teachers’ problem-solving skills in an integrated field practice activities. This study consists of Needs Analysis, Process and Learning Product Analysis, Study Objectives and Benefits Determination, Authentic Assessment Model and Instrument Designing, as well as Design and Instrument Validation. The first three steps are based on lecturers and participating students interview results, and also direct observation of two field practice activities in coastal and rangeland ecosystems. The authentic assessment design and instrument development was based on the results of needs analysis, while validation is done based on experts’ judgements and trials in limited audience. The model of authentic assessment instrument developed in this study includes assessment of the realm of knowledge, skills, and scholarly behavior. Moreover, its content and construct were validated as logically and empirically adequate to assess problem-solving skill. Socialization of assessment aspects encourages the students to show their best performances, explore knowledge by themselves, and be more scholarly during field practice activities. The existence of this authentic assessment instrument provides convenience for supervisors in determining student’ learning objective achievement and further guiding actions.Keywords: authentic assessment, problem-solving skill, education of prospective biology teachers, integrated field practicePenelitian ini bertujuan untuk menghasilkan suatu model asessment autentik yang memiliki karakter khusus dan teruji sehingga layak digunakan untuk menilai keterampilan pemecahan masalah mahasiswa calon guru biologi dalam kegiatan praktik lapangan terpadu. Penelitian ini terdiri atas tahapan Analisis Kebutuhan, Analisis Proses dan Produk Pembelajaran, Penentuan Tujuan dan Manfaat Penelitian, Merancang Model dan Instrumen Asessment Autentik, serta Validasi Rancangan Model dan Instrumen Asessment Autentik yang dikembangkan. Tiga tahap pertama didasarkan pada wawancara terhadap dosen pembimbing dan mahasiswa peserta, serta pengamatan langsung dua kegiatan praktik lapangan di ekosistem pantai dan pegunungan. Pengembangan rancangan model dan instrumen asessment autentik didasarkan atas hasil analisis kebutuhan, sedangkan validasi dilakukan melalui penilaian pakar dan uji coba pada kalangan terbatas. Model instrumen asessment autentik yang dikembangkan dalam penelitian ini meliputi penilaian ranah pengetahuan, keterampilan dan sikap ilmiah, serta memiliki validitas isi dan bentuk/susunan yang cukup memadai secara logis dan empiris untuk mengukur keterampilan pemecahan masalah mahasiswa calon guru biologi dalam kegiatan praktik lapangan terpadu. Sosialisasi aspek-aspek penilaian mendorong mahasiswa untuk menunjukkan kinerja terbaiknya, menggali pengetahuan sendiri dan lebih bersikap ilmiah selama kegiatan praktik lapangan. Keberadaan instrumen penilaian autentik ini memberi kemudahan bagi dosen pembimbing untuk menentukan ketercapaian tujuan pembelajaran mahasiswa dan menentukan bentuk tindakan bimbingannya lebih lanjut.Kata kunci: asessment autentik, keterampilan pemecahan masalah, pendidikan calon guru biologi, praktik lapang terpadu

Download Full-text

Pengembangan dan Validasi Instrumen Tes untuk Mengukur Keterampilan Menyelesaikan Masalah Peserta Didik SMA pada Pelajaran Fisika

Jurnal Penelitian Pembelajaran Fisika ◽

10.26877/jp2f.v11i1.3993 ◽

2020 ◽

Vol 11 (1) ◽

pp. 17-26

Author(s):

Rahmi Putri Z ◽

R Sari ◽

Jumadi Jumadi ◽

Ariswan Ariswan

Keyword(s):

Problem Solving ◽

Empirical Test ◽

Assessment Instrument ◽

Assessment Instruments ◽

Problem Solving Skills ◽

Physics Students ◽

Measure Problem ◽

Valid Assessment ◽

Level Of Knowledge ◽

Empirical Tests

Abstrak: Keterampilan menyelesaikan masalah adalah salah satu keterampilan penting yang perlu dimiliki oleh peserta didik untuk dapat melanjutkankan ke pendidikan yang lebih tinggi dan kebutuhan dimasa mendatang. Adapun instrumen penilaian yang baik diperlukan guru untuk mengetahui tingkat pengetahuan dan keterampilan yang dicapai peserta didik. Adapun tujuan dari penelitian ini adalah untuk menghasilkan instrumen penilaian yang valid digunakan untuk mengukur keterampilan menyelesaikan masalah peserta didik fisika berdasarkan para ahli dan uji empiris. Jenis penelitian merupakan penelitian R & D dengan pendekatan 4D. Penelitian ini menggunakan 7 orang validator dan subjek uji empiris terdiri atas 200 orang peserta didik kelas XI SMA. Data dikumpulkan dengan lembar validasi dan instrumen penilaian. Data hasil validasi ahli di analisis menggunakan V’Aiken, dan data uji empiris di analisis menggunakan teori respon butir. Adapun hasil penelitian menjelaskan bahwa instrumen penilaian yang dikembangkan telah valid menurut para ahli dengan nilai validasi antara 0,93 sampai 1. Adapun berdasarkan uji empiris didapatkan dari 15 butir pertanyaan tes terdapat 2 butir pertanyaan yang tidak valid dan harus dibuang. Nilai reliabilitas berdasarkan uji empiris adalah 0,83 berada pada kategori tinggi yang menunjukkan instrumen dapat digunakan. Kata Kunci: Pengembangan dan Validasi, Instrumen Penilaian, Keterampilan Menyelesaikan MasalahAbstract: Problem solving skills are one of the important skills that students need to have to be able to continue to higher education and needs in the future. The good assessment instrument is needed by the teacher to determine the level of knowledge and skills achieved by the students. The purpose of this study is to produce a valid assessment instrument used to measure problem solving skills of physics students based on experts and empirical tests. This type of research is an R & D study with a 4D approach. This study uses 7 validators and empirical test subjects consisting of 200 students of class XI senior high school. Data is collected with validation sheets and assessment instruments. The data from expert validation were analyzed using V’Aiken, and empirical test data was analyzed using item response theory. The results of the study explain that the assessment instruments developed have been valid according to experts with validation values between 0.93 to 1. As for the empirical tests obtained from 15 test questions there are 2 items that are invalid and must be discarded. The reliability value based on the empirical test is0.83 in the high category which shows the instrument can be used.Keywords: Developing and Validation, Instrument Test, Problem Solving Skills

Download Full-text

Developing mathematical problem solving skills

Journal of Computer Assisted Learning ◽

10.1046/j.1365-2729.1998.144066.x ◽

1998 ◽

Vol 14 (4) ◽

pp. 278-291 ◽

Cited By ~ 2

Author(s):

B. Abidin ◽

J.R. Hartley

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Problem Solving Skills

Download Full-text

Assessing Collaborative Behavior in Students

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000329 ◽

2016 ◽

Vol 32 (1) ◽

pp. 52-60 ◽

Cited By ~ 4

Author(s):

Katarina Krkovic ◽

Sascha Wüstenberg ◽

Samuel Greiff

Keyword(s):

Problem Solving ◽

Collaborative Problem Solving ◽

Seventh Graders ◽

Computer Assisted ◽

Personality Tests ◽

Problem Solving Skills ◽

Knowledge Application ◽

Computer Agent ◽

Collaborative Behavior ◽

Confirmatory Factor

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

Download Full-text