scholarly journals PENTINGNYA RUBRIK PENILAIAN DALAM PENGUKURAN KEJUJURAN PESERTA DIDIK

2021 ◽  
Vol 19 (1) ◽  
pp. 161
Author(s):  
Suwarno Suwarno ◽  
Candra Aeni
Keyword(s):  
High School ◽  
Rating Scale ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Social Attitude ◽  
Expected Performance ◽  
Competency Based

<p><strong>Abstrak</strong></p><p>Pengembangan Kurikulum 2013 berbasis kompetensi diharapkan dapat meningkatkan kualitas peserta didik. Penilaian bertujuan untuk menilai perilaku peserta didik di dalam maupun di luar pembelajaran. Tujuan penulisan artikel untuk menguraikan pentingnya rubrik penilaian dalam pengukuran kejujuran peserta didik di SMA. Apabila efektivitas pengajaran kejujuran dapat dilakukan, maka akan menjadi landasan yang kuat untuk bangsa. Kejujuran merupakan salah satu sikap sosial. Penilaian kejujuran dapat dilakukan menggunakan observasi, penilaian diri, penilaian teman sejawat, serta jurnal. Instrumen yang digunakan pada jurnal berupa catatan pendidik. Sedangkan untuk observasi, penilaian diri, dan penilaian antarpeserta didik menggunakan instrumen berupa daftar cek atau skala penilaian yang disertai rubrik. Rubrik adalah alat penilaian yang memiliki deskripsi kinerja yang diharapkan setiap kriteria untuk mencapai nilai tertentu. Rubrik bisa analitik, holistik maupun keduanya yang dikombinasikan. Rubrik bermanfaat bagi peserta didik dan juga pendidik.</p><p> </p><p><strong><em>Abstract</em></strong></p><p><em>Competency-based 2013 curriculum development hopes to improve the quality of students, The assessment aims to assess the behavior of students inside and outside of learning. The purpose of this article was to describe the importance of assessment rubrics in measuring the honesty of students in high school. If the effectiveness of teaching honesty can be carried out, it will create a strong foundation for the nation. Honesty is a social attitude. Assessment of honesty can be done using observation, self-assessment, peer assessment, and journals. The instrument used in the journal was in the form of educator notes. As for observation, self-assessment, and assessment among students using instruments in the form of a checklist or rating scale accompanied by a rubric. A rubric is an assessment tool that has a description of the expected performance of each criterion to achieve a certain value. Rubrics can be analytical, holistic, or both. A rubric is useful for students and educators.</em></p>

scholarly journals PENGEMBANGAN PERANGKAT PENILAIAN AUTENTIK MATA PELAJARAN PRAKARYA DAN KEWIRAUSAHAAN DI SMK

2016 ◽  
Vol 6 (2) ◽  
pp. 184
Author(s):  
Kustitik Kustitik ◽  
Samsul Hadi
Keyword(s):  
High School ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Field Testing ◽  
Vocational High School ◽  
Attitude Assessment ◽  
Self Assessment ◽  
Project Assessment ◽  
Assessment Sheet ◽  
Spiritual Attitude

Penelitian ini bertujuan untuk: (1) menghasilkan perangkat penilaian autentik mata pelajaran prakarya dan kewirausahaan di SMK, dan (2) mengetahui karakteristik perangkat penilaian autentik mata pelajaran prakarya dan kewirausahaan dari segi validitas, reliabilitas, dan kepraktisan perangkat penilaian yang dihasilkan. Penelitian pengembangan ini mengacu langkah yang dikembangkan oleh Borg & Gall yang dimodifikasi menjadi delapan langkah pengembangan. Langkah pengembangan tersebut yaitu studi pendahuluan, perencanaan produk, pengembangan produk, uji coba terbatas, revisi, uji coba lapangan, revisi akhir, dan diseminasi produk. Hasil penelitian menunjukan bahwa (1) perangkat penilaian autentik terdiri dari perangkat penilaian kompetensi sikap berupa lembar penilaian observasi sikap spiritual, lembar penilaian observasi sikap sosial, lembar penilaian diri, dan lembar penilaian teman sebaya, perangkat penilaian kompetensi pengetahuan berupa lembar penilaian tes tertulis dan lembar penilaian penugasan, dan perangkat penilaian kompetensi keterampilan berupa lembar penilaian unjuk kerja; (2) perangkat penilaian autentik yang dikembangkan dinyatakan memenuhi kriteria valid, reliabel, dan praktis. Kata kunci: penilaian autentik, prakarya dan kewirausahaan, SMK DEVELOPING AUTHENTIC ASSESSMENT KIT FOR HANDICRAFT AND ENTREPRENEURSHIP SUBJECTS AT VOCATIONAL HIGH SCHOOL Abstract This study aimed to: (1) produce an authentic assessment kit for Handicraft and Entrepreneurship subjects at vocational high school and (2) investigate the characteristics of the authentic assessment kit developed for Handicratf and Entrepreneurship subjects from the points of vie of its validity, reliability, and practicality. This research and development adapted the model by Borg and Gall which modified the procedures into eight development stages. The stages were exploration, product planning, product development, preliminary testing, revisions, field testing, final revision, and dissemination. The results were: (1) the authentic assessment kit consisted of the attitude assessment set in the form of observation sheets, self-assessment and peer assessment for attitude competence assessment in the form of spiritual attitude observation sheet, social attitude observation sheet, self-assessment sheet, peer assessment sheet, knowledge assessment kit in the form of written tests and project assessment sheets, and skils assessment kit in the form of performance assessment sheet; and (2) the authentic assessment kit developed was considered fulfilling the criteria of validity, reliability, and practicality. Keywords: authentic assessment, handicraft and entrepreneurship, vocational high school

Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment

2020 ◽  
Vol 16 (1) ◽  
pp. 67-85
Author(s):  
Sunni L. Sonnenburg-Winkler ◽  
Zohreh R. Eslami ◽  
Ali Derakhshan
Keyword(s):  
English Language Learners ◽  
Speech Acts ◽  
English Language ◽  
Rating Scale ◽  
Peer Assessment ◽  
Self Assessment ◽  
Native Languages ◽  
Social Rules ◽  
Language Background ◽  
The Impact

AbstractThe present study investigates variability among raters from different linguistic backgrounds, who evaluated the pragmatic performance of English language learners with varying native languages (L1s) by using both self- and peer-assessments. To this end, written discourse completion task (WDCT) samples of requesting speech acts from 10 participants were collected. Thereafter, the participants were asked to assess their peers’ WDCTs before assessing their own samples using the same rating scale. The raters were further asked to provide an explanation for their rating decisions. Findings indicate that there may indeed be a link between a rater’s language background and their scoring patterns, although the results regarding peer- and self-assessment are mixed. There are both similarities and differences in the participants’ use of pragmatic norms and social rules in evaluating appropriateness.

scholarly journals Peer Assessment in Writing: A Critical Review of Previous Studies

2019 ◽  
Vol 10 ◽  
pp. 1478-1487
Author(s):  
Sonia Dutta Gupta ◽  
Fatimah Abdullah ◽  
Gu Li ◽  
Yang Xueshuang
Keyword(s):  
Foreign Language ◽  
Critical Review ◽  
English Language ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Student Centered ◽  
Efl Context ◽  
Effective Assessment ◽  
Near Future

Peer assessment has attracted more attention an effective assessment tool in recent years. Peer assessment refers to the arrangement for peers to consider the quality of learning outcomes of others of similar status, it received attention of various studies due to the growing interest in the student centered approach as learners need to be involved in the learning process even in the assessment. This paper is a critical review of previous studies on peer assessment in English as Second/Foreign Language (ESL/EFL) context. Fifteen peer assessment studies from 2004 to 2017 were extensively reviewed and systematically analyzed. Peer assessment of  the reviewed studies were on the quality of the writing outcomes of students in the EFL/ESL contexts, as writing skill occupies an important role in teaching English language.  As a critical review paper of these studies, this paper highlights practical use of peer assessment and the important challenges or issues that need to be considered when utilizing peer assessment in the classroom. This paper hopes that practical measures of peer assessment will be utilized effectively by educators in the ESL and EFL classrooms in the near future.

scholarly journals A Tablet-Computer-Based Tool to Facilitate Accurate Self-Assessments in Third- and Fourth-Graders

2018 ◽  
Vol 13 (10) ◽  
pp. 225
Author(s):  
Denise Villanyi ◽  
Romain Martin ◽  
Philipp Sonnleitner ◽  
Christina Siry ◽  
Antoine Fischbach
Keyword(s):  
Reading Comprehension ◽  
Rating Scale ◽  
Assessment Tool ◽  
Standardized Test ◽  
Fourth Graders ◽  
Tablet Computer ◽  
School Students ◽  
Self Assessment ◽  
Computer Based ◽  
Self Assessments

Although student self-assessment is positively related to achievement, skepticism about the accuracy of students’ self-assessments remains. A few studies have shown that even elementary school students are able to provide accurate self-assessments when certain conditions are met. We developed an innovative tablet-computer-based tool for capturing self-assessments of mathematics and reading comprehension. This tool integrates the conditions required for accurate self-assessment: (1) a non-competitive setting, (2) items formulated on the task level, and (3) limited reading and no verbalization required. The innovation consists of using illustrations and a language-reduced rating scale. The correlations between students’ self-assessment scores and their standardized test scores were moderate to large. Independent of their proficiency level, students’ confidence in completing a task decreased as task difficulty increased, but these findings were more consistent in mathematics than in reading comprehension. We conclude that third- and fourth-graders have the ability to provide accurate self-assessments of their competencies, particularly in mathematics, when provided with an adequate self-assessment tool.

scholarly journals Patient-reported outcomes measure for children born preterm: validation of the SOLE VLBWI Questionnaire, a new quality of life self-assessment tool

2016 ◽  
Vol 58 (9) ◽  
pp. 957-964 ◽  
Author(s):  
Ivana Olivieri ◽  
Stefania M Bova ◽  
Elisa Fazzi ◽  
Daniela Ricci ◽  
Francesca Tinelli ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Patient Reported Outcomes ◽  
Assessment Tool ◽  
Self Assessment ◽  
Patient Reported

scholarly journals The German Version of the Mobile App Rating Scale (MARS-G): Development and Validation Study

10.2196/14479 ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. e14479 ◽  
Author(s):  
Eva-Maria Messner ◽  
Yannik Terhorst ◽  
Antonia Barke ◽  
Harald Baumeister ◽  
Stoyan Stoyanov ◽  
...  
Keyword(s):  
Internal Consistency ◽  
Rating Scale ◽  
Assessment Tool ◽  
Disease Onset ◽  
Mobile App ◽  
Systematic Evaluation ◽  
German Version ◽  
Validity And Reliability ◽  
Health Apps

Background The number of mobile health apps (MHAs), which are developed to promote healthy behaviors, prevent disease onset, manage and cure diseases, or assist with rehabilitation measures, has exploded. App store star ratings and descriptions usually provide insufficient or even false information about app quality, although they are popular among end users. A rigorous systematic approach to establish and evaluate the quality of MHAs is urgently needed. The Mobile App Rating Scale (MARS) is an assessment tool that facilitates the objective and systematic evaluation of the quality of MHAs. However, a German MARS is currently not available. Objective The aim of this study was to translate and validate a German version of the MARS (MARS-G). Methods The original 19-item MARS was forward and backward translated twice, and the MARS-G was created. App description items were extended, and 104 MHAs were rated twice by eight independent bilingual researchers, using the MARS-G and MARS. The internal consistency, validity, and reliability of both scales were assessed. Mokken scale analysis was used to investigate the scalability of the overall scores. Results The retranslated scale showed excellent alignment with the original MARS. Additionally, the properties of the MARS-G were comparable to those of the original MARS. The internal consistency was good for all subscales (ie, omega ranged from 0.72 to 0.91). The correlation coefficients (r) between the dimensions of the MARS-G and MARS ranged from 0.93 to 0.98. The scalability of the MARS (H=0.50) and MARS-G (H=0.48) were good. Conclusions The MARS-G is a reliable and valid tool for experts and stakeholders to assess the quality of health apps in German-speaking populations. The overall score is a reliable quality indicator. However, further studies are needed to assess the factorial structure of the MARS and MARS-G.

scholarly journals Penerapan peer dan self assessment sebagai tolok ukur penilaian kinerja siswa pada materi sistem koordinasi kelas XI SMA

2020 ◽  
Vol 3 (2) ◽  
pp. 63-68
Author(s):  
Melyastuti Wulandari ◽  
Siti Sriyati ◽  
Widi Purwianingsih
Keyword(s):  
High School ◽  
High School Students ◽  
Performance Assessment ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Senior High School ◽  
Student Response ◽  
Regulation System ◽  
School Students ◽  
Self Assessment

The implementation of peer and self assessment has become one of the alternative in doing the product of performance assessment. The research aims to describe student’s ability using peer dan self assessment as standard performance assessment on regulation system in senior high school students. Hopefully, the peer assessment can refer to the peer and self assessment. The research applied descriptive method which involved 25 student of the XI grade senior high school. The research instruments were research were the implementation research form, online form and rubric peer assessment, online self-assessment and student response questionnaire and teacher assessment. Peer assessment was implemented by students in groups and compared to teacher’s assessment. The result showed that the implementation of peer and self assessment was great. The student’s ability in doing peer and self assessment was great too, which means that peer and self assessment can be a standard of performance assessment. The comparation of the students’ assessment and teacher assessment show the similarity with percentage 84%. The type of feedback that many students gave was C1 type (Direction correction). Student respons of implementation peer and self assessment was great and they felt helpful by implementation of peer and self assessment.

scholarly journals Tools for peer assessment in an e-learning environment

Seminar.net ◽  
2010 ◽  
Vol 6 (3) ◽  
Author(s):  
Hugo Nordseth ◽  
Sonja Ekker ◽  
Robin Munkvold
Keyword(s):  
Learning Environment ◽  
Peer Review ◽  
Peer Assessment ◽  
Physical Geography ◽  
Formative Feedback ◽  
Basic Knowledge ◽  
Digital Competence ◽  
Expected Performance ◽  
E Learning

Our exploration of peer assessment in the formative feedback of themes within ITL111 Digital Competence for teachers (15 ECTS) and GEO102 Physical Geography (15 ECTS) is based on support from tools within the LMS, sets of learning based outcomes, rubrics and Six Thinking Hats. The overall effect is improved quality of the student assignments and deeper learning. The best results were registered with the use of rubrics where the students were presented with clearly defined criteria for expected performance on a sample of different themes within the course. In order to perform the peer review, the students had to acquire the basic knowledge of the various themes. In addition, seeing how others solved the assignment provided the student with reflections on the themes that would improve the student's own final portfolio.

scholarly journals 自己評価と他己評価は高校生の英作文学習不安にどんな影響を与えるのか? How Do Self and Peer Assessment Affect High School Students’ Writing Anxiety?

2021 ◽  
Vol 45 (6) ◽  
pp. 25
Author(s):  
Yoko Oi
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
Student Assessment ◽  
School Students ◽  
Self Assessment ◽  
Writing Anxiety ◽  
English Writing ◽  
Before And After ◽  
Language Writing

本研究は、自己評価や他己評価による英作文学習不安に対する影響とthe Second Language Writing Anxiety Inventory (Cheng, 2004)の妥当性を探るのが目的である。分析方法は、293人の日本の高校生を対象に自己評価と他己評価の２グループに分けた後、10日間の間に、5回の英作文作成と生徒評価活動（自己評価か他己評価）を集中的に行った。それぞれの生徒評価活動前後に、高校生の英作文学習不安の因子構造変化のグループ比較を、探索的因子分析を使って行った。結果は、事前の因子構造は自己評価グループと他己評価グループは同様だが、実験後は違いが見られた。しかし、主要因子は、実験前後ともに認知的不安による英作文への回避意識であることは変わりがなかった。本研究が英作文授業の活性化につながる事を示唆したい。 This study examined the effects of self-assessment vs. peer assessment on Japanese high school students’ writing anxiety and the validity of Cheng’s (2004) Second Language Writing Anxiety Inventory (SLWAI). After assignment to either the self-assessment or peer-assessment condition, two groups of Japanese high school students (N=293) participated in a series of five writing and student-assessment sessions over a period of 10 days. An exploratory factor analysis was then conducted on SLWAI data collected before and after these sessions to compare the effects of the writing practice and student assessment type on the factor structure of the two groups’ writing anxiety. The results showed post-treatment factor structure differences that had not been present initially. Nevertheless, the main factor both before and after the treatment sessions was English writing avoidance due to cognitive anxiety. These findings suggest the importance of dealing with learner anxiety to improve English writing instruction.

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