scholarly journals Pengembangan Instrumen Penilaian Autentik Pada Materi Eksositem di SMA

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Dian Dwi Putri Ulan Sari Patongai ◽  
Saparuddin Saparuddin ◽  
Muhiddin Palennari
Keyword(s):  
Content Validity ◽  
Authentic Assessment ◽  
Assessment Instrument ◽  
Development Model ◽  
Reliability Test ◽  
Instrument Performance ◽  
Validity Coefficient ◽  
Project Appraisal ◽  
Assessment Validation ◽  
Expert Validation

Abstract. This study aims to develop an authentic assessment instrument on ecosystem material for SMA using the 4D type development model (Define, Design, Develop, Disseminate) by Thiagarajan. The trial was carried out at SMA Negeri 1 Bulukumba in class X MIA 1. The results of expert validation showed that the project appraisal instrument, performance and lesson plans had a strong relevance with the value of V = 88%, 100% and 100% respectively where all three were greater than 75% that it fulfilled the content validity coefficient. The reliability test was carried out at the trial stage by analyzing the results of the teacher's assessment of students using developed instruments. The result of the reliability test shows the value of r11 = 0.943 or greater than 0.70 so that it can be stated that the instrument developed is valid and reliable.Keywords: development, authentic assessment, validation

scholarly journals PENILAIAN AUTENTIK DALAM PEMBELAJARAN MATEMATIKA

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Laelasari Laelasari
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Authentic Assessment ◽  
Assessment Instrument ◽  
Learning Material ◽  
Student Activities ◽  
Direct Assessment ◽  
Project Appraisal ◽  
Visual Spatial ◽  
Actual Learning

Authentic assessment or direct assessment is important in the learning process activities that have been implemented. The design of an authentic assessment instrument can know the competencies achieved at the time of the KBM activities. Authentic assessment is a form of assessment that can describe actual learning outcomes, can use various techniques, including through project appraisal, or student activities, portfolio use, journal, demonstration, written reports, checklists and observation instructions. Through an authentic assessment of a teacher can know the level of success and achievement of students in receiving learning material in real or factual. The authentic assessment gives students the opportunity to show what they have mastered and learned. The seven basic skills that need to be assessed on authentic assessment include, visual-spatial, bodily-kinesthetic, musical-rhythmical, interpersonal, logical mathematical, verbal, and linguistic. The development of authentic assessment includes four ways, 1). standard setting; 2). authentic task determination; 3). making criteria, and 4). making a rubric.

scholarly journals Authentic Assesment of The Lesson Planning Accomplished by The Indonesian Language and Literary Teachers in Bogor Secondary Schools

2007 ◽  
Vol 1 (1) ◽  
pp. 20-23
Author(s):  
Suhendra , ◽  
Rina Rosdiana ◽  
Stella Talitha
Keyword(s):  
Performance Appraisal ◽  
Lesson Plan ◽  
Portfolio Assessment ◽  
Authentic Assessment ◽  
Assessment Instrument ◽  
Choice Test ◽  
Assessment Instruments ◽  
Evaluation Instrument ◽  
Project Appraisal ◽  
Written Assessment

Teachers are an significant element in the development of assessment instruments. Assessing is, therefore, one of the competencies that must be possessed by teachers . The teacher's understanding of the assessment can be reflected in the assessment presentation on the Lesson Plans (RPP). This study examines the preparation of authentic assessment of the even semester Lesson Plan in the Indonesian language curriculum at five high schools in Bogor. The applied method in this research is qualitatively descriptive research. The purpose of this study is to describe 1) the accuracy of the formulation of the problem with the basic competence and indicator, 2) the completeness of the assessment instrument, and 3) the selection of assessment type. The results showed that 90.9% BC or indicator evaluation instrument is made while 9.1% is not made. This causes the teacher unable to know the level of students' understanding of the BC. Ninety percents (90%) of instrument evaluation is less precise; while 10 % of the evaluation instrument is less precise, less appropriate. Forty ( 40 %) of evaluation instruments are complete and 60% are incomplete (no scoring guidelines and answer keys). There are seven development forms of authentic assessment, namely performance appraisal, project appraisal, portfolio assessment, written assessment, attitude assessment, self-assessment, and product assessment. Here is an overview of the authentic assessment form used by teachers. 20% of all indicators are studied, in the form of performance appraisals, the type is the oral practice . Meanwhile, 80% is a written assessment, in the form of multiple choice test and description (short field and essay). This shows that most teachers do not take advantage of other forms of authentic assessment. Keywords: authentic assessment, basic competencies, indicators.

Pengembangan Instrumen Penilaian Kinerja pada Praktikum Struktur dan Fungsi Sel Di SMA Negeri 1 Kota Jambi

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Nugroho Budhiwaluyo ◽  
Rayandra Asyhar ◽  
Bambang Hariyadi
Keyword(s):  
Performance Assessment ◽  
Student Performance ◽  
Cell Structure ◽  
Structure And Function ◽  
Assessment Instrument ◽  
Product Performance ◽  
Development Model ◽  
Test Results ◽  
Validity And Reliability ◽  
And Function

  This research aims to produce a final product in the form of a performance-assessment instrument on Cell Structure and Function experiment. The development model is ADDIE. Based on expert's judgment, the instrument was valid and can be tested in the field. Field-test results shown that the product performs high validity and reliability value on measuring student performance on Cell Structure and Function experiment. Therefore, it is concluded that this performance-assessment instrument theoretically and practically has a good quality for measuring student performance in both process and product performance on Cell Structure and Function experiment. Keywords: Development, Performance-Assessment Instrument, Cell Structure and Function Experiment 

Pengembangan Instrumen Penilaian Berbasis Pendekatan Saintifik Kelas IV SD Muatan IPA pada Subtema Hewan dan Tumbuhan di Lingkungan Rumahku

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Yetty Fatri Dewi ◽  
Rayandra Asyhar ◽  
Bambang Hariyadi
Keyword(s):  
Learning Process ◽  
Fourth Grade ◽  
Assessment Instrument ◽  
Development Model ◽  
Information Process ◽  
Knowledge And Skills ◽  
Fourth Grade Students ◽  
Scientific Approach ◽  
Scoring Rubric ◽  
Limited Testing

The purpose of this study was to develop an instrument to measure the knowledge and skills of fourth grade students in conducting scientific activities on the sub-theme of animals and plants around my house. The instrument consists of a number of items that lead the students to scientific activities (e.g.observe, ask, gather information, process and communicate information) that is equipped by a scoring rubric. The development model used is a model 4-D consists of 4 stages, namely define, design, develop, and desimanate. The validation and limited testing result shows that the scientific approach based-assessment instrument is feasible to use. The developed instruments can be used to evaluate the learning process and assists teachers in developing the competences of the students’s knowledge and skills in conducting scientific activities.

scholarly journals Development and Pilot Validation of an Instrument Assessing Sensorimotor Skills for Percutaneous Gastral Puncture

2020 ◽  
pp. 1-7
Author(s):  
Monika Engelke ◽  
Karl Ernst Grund ◽  
Dieter Schilling ◽  
Ulrike Beilenhoff ◽  
Ferdinand Stebner ◽  
...  
Keyword(s):  
Content Validity ◽  
Technical Skills ◽  
Assessment Instrument ◽  
Simulator Training ◽  
Expert Assessment ◽  
Educational Training ◽  
Endoscopic Gastrostomy ◽  
Initial Item ◽  
Quasi Experimental ◽  
Sensorimotor Skills

<b><i>Introduction:</i></b> The acquisition of sensorimotor skills, so-called “technical skills”, plays an essential part in the professional and continuing educational training of medical and nursing staff. Facilities turn to simulator training to promote the safe and accurate performance of endoscopic examinations. Thus, this study aimed to develop and pilot-test a corresponding assessment instrument to monitor necessary sensorimotor or “technical” skills of the examiner for a safe percutaneous endoscopic gastrostomy (AS-PEG). <b><i>Materials and Methods:</i></b> Instrument development and pilot validation involved four stages: identification of potential items and initial draft of the AS-PEG; expert panel with 11 experts (content validity index [CVI] calculated); empirical validation using a quasi-experimental intervention on simulators; revision of the pilot AS-PEG taking expert assessment, and empirical testing into consideration. <b><i>Results:</i></b> The initial instrument yielded 13 categories and 44 items describing the PEG procedure. Experts rated 30 out of 44 items (68%) extremely or very important for the safety of the puncture of the stomach. Initial item-CVIs ranged from 0.00 to 1.00; scale-CVI was 0.61. Twenty-four trainees (7 physicians, 17 nurses) participated in the pilot simulation study. On average, 8:25 min were required for PEG placement (min–max 5:59–13:38 min, SD = 1:43). The revised AS-PEG version was reduced to 14 items with a range of the item CVI from 0.8 to 1.0, and a scale-CVI of 0.90. <b><i>Conclusion:</i></b> The AS-PEG instrument facilitates the evaluation of sensorimotor skills during percutaneous gastric puncture procedures within the context of PEG placement, across professions and without relating to the number of procedures previously performed. The instrument is economical and shows satisfying content validity.

scholarly journals Brief Montreal-Toulouse Language Assessment Battery: adaptation and content validity

2020 ◽  
Vol 33 (1) ◽  
Author(s):  
Raira Fernanda Altmann ◽  
Karin Zazo Ortiz ◽  
Tainá Rossato Benfica ◽  
Eduarda Pinheiro de Oliveira ◽  
Karina Carlesso Pagliarin
Keyword(s):  
Content Validity ◽  
Assessment Instrument ◽  
Rater Agreement ◽  
Language Abilities ◽  
Pilot Studies ◽  
Brief Assessment ◽  
Effective Interventions ◽  
Stage 4 ◽  
Language Assessment Battery ◽  
Stage 1

Abstract Background Evaluating patients in the acute phase of brain damage allows for the early detection of cognitive and linguistic impairments and the implementation of more effective interventions. However, few cross-cultural instruments are available for the bedside assessment of language abilities. The aim of this study was to develop a brief assessment instrument and evaluate its content validity. Methods Stimuli for the new assessment instrument were selected from the M1-Alpha and MTL-BR batteries (Stage 1). Sixty-five images were redesigned and analyzed by non-expert judges (Stage 2). This was followed by the analysis of expert judges (Stage 3), where nine speech pathologists with doctoral training and experience in aphasiology and/or linguistics evaluated the images, words, nonwords, and phrases for inclusion in the instrument. Two pilot studies (Stage 4) were then conducted in order to identify any remaining errors in the instrument and scoring instructions. Results Sixty of the 65 figures examined by the judges achieved inter-rater agreement rates of at least 80%. Modifications were suggested to 22 images, which were therefore reanalyzed by the judges, who reached high levels of inter-rater agreement (AC1 = 0.98 [CI = 0.96–1]). New types of stimuli such as nonwords and irregular words were also inserted in the Brief Battery and favorably evaluated by the expert judges. Optional tasks were also developed for specific diagnostic situations. After the correction of errors detected in Stage 4, the final version of the instrument was obtained. Conclusion This study confirmed the content validity of the Brief MTL-BR Battery. The method used in this investigation was effective and can be used in future studies to develop brief instruments based on preexisting assessment batteries.

VALIDITAS INSTRUMEN ASSESMEN (ANALISIS VALIDITAS ISI DAN KONSTRUK INSTRUMEN ASESMEN BUKU PELAJARAN AL QURAN HADIS KELAS 6 MADRASAH IBTIDAIYAH MATERI SURAT AD DHUHA BAB VI)

2021 ◽  
Vol 2 (01) ◽  
pp. 21-42
Author(s):  
Muhammad Afifullah Nizary ◽  
Ahmad Nur Kholik Nur Kholik
Keyword(s):  
Construct Validity ◽  
Content Validity ◽  
Assessment Instrument ◽  
Measuring Instrument ◽  
Validity And Reliability

This article attempts to examine how to analyze the validity of the assessment instrument. In fact, not all teachers are able to make the correct instruments. Many teachers only take instruments from other schools to be used as a tool in measuring their students, even though the same instrument is not necessarily a measuring instrument with different objects. This habit needs to be improved. The teacher should be able to make their own instruments, because the teacher knows best about the differences in the abilities of each student. When the teacher uses instruments from other schools, where there are parts that the teacher has not conveyed in class, the students themselves are the losers. In making an assessment instrument the teacher must pay attention to two characteristics. Namely validity and reliability. Validity itself is divided into content validity, construct validity, and eksternal validity. Each validity has its own characteristics. Keywords: evaluation and teacher, the validity of the assessment instrument, the validity of the content

scholarly journals Adaptation and validation of the Sport Multidimensional Perfectionism Scale-2 (SMPS-2) for the Brazilian sport context

2015 ◽  
Vol 21 (2) ◽  
pp. 125-136 ◽  
Author(s):  
José Roberto Andrade do Nascimento Junior ◽  
João Ricardo Nickenig Vissoci ◽  
David Lavallee ◽  
Lenamar Fiorese Vieira
Keyword(s):  
Content Validity ◽  
Group Analysis ◽  
Temporal Stability ◽  
Team Sports ◽  
Factor Solution ◽  
Gender Invariance ◽  
Validity Coefficient ◽  
Good Internal Consistency ◽  
Data Collections ◽  
Composite Reliability

The purpose of this paper was to adapt and validate the Sport-Multidimensional Perfectionism Scale-2 (SMPS-2) for the Brazilian population using a three-step approach. For content validity, four participants translated the SMPS-2 to Portuguese and six experts adapted the content. Construct validity sample was tested with 395 athletes from a set of individual and team sports. Temporal validity was evaluated with an independent sample of 80 athletes with two data collections. Data analysis was conducted through Content Validity Coefficient (CVC), Cronbach's alpha, Composite Reliability (CR) and Exploratory (EFA) and Confirmatory (CFA) analyses. Results showed that the Portuguese version contained clear and relevant questions (CVC > .80) and good internal consistency (α > .70/CR > .70); EFA model revealed a four factor solution with 24 items as more satisfying while CFA confirmed the SMPS-2 model with 24 items was adequate. Multi-group analysis showed partial gender invariance. Temporal stability was achieved in all 24 items of the scale (ICC > .75). We concluded that the SMPS-2 is a valid measure for the assessment of perfectionism of the Brazilian sport context.

scholarly journals Pengembangan Lembar Kerja Peserta Didik (LKPD) pada Materi Teks Fabel Berbasis Saintifik untuk Siswa SMP Kelas VIII

2019 ◽  
Vol 5 (2) ◽  
pp. 94-103
Author(s):  
Yeni Ernawati
Keyword(s):  
Data Collection ◽  
Language Teachers ◽  
Assessment Process ◽  
Development Model ◽  
Teaching Material ◽  
Material Component ◽  
Scientific Approach ◽  
Basic Competency ◽  
Class Viii ◽  
Expert Validation

The purpose of this study was to describe the needs of students and teachers for learning to write scientific-based fable text, produce teaching materials on Student Worksheet (LKPD) on scientific-based Fable Text material, and describe the results of expert validation of the developed LKPD. This research is a development study using a modification of the development model of Dick, Carey, and Carey and Jolly & Bolitho. The subjects of this study were students of class VIII and Indonesian Language Teachers. Data collection techniques are done using a questionnaire and documentation. The feasibility of the developed teaching material is known from the results of validation by three experts on the 4 components of teaching material, namely the component of material eligibility, language component, presentation component and graphic. Based on the results of expert validation, LKPD on the fable text material developed is categorized as good or suitable to be used as a textbook companion teaching material. In the content / material component, LKPD outlines one Basic Competency (KD) in each activity. Each activity is in accordance with the steps of the scientific approach that is equipped with worksheets and assessment rubrics so as to facilitate students and teachers in the learning and assessment process. In the language component, LKPD uses simple and effective language, and is equipped with a glossary to make it easier for students to understand new vocabulary. In the presentation and graphic components, LKPD uses larger types and font sizes, and attractive designs with illustrations of colored images.

scholarly journals PENILAIAN AUTENTIK MATA PELAJARAN MATEMATIKA KURIKULUM 2013 GURU KELAS IV KOTA SEMARANG

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Fajar Cahyadi ◽  
Apriliana Purwandari
Keyword(s):  
Elementary Schools ◽  
Sampling Technique ◽  
Authentic Assessment ◽  
Assessment System ◽  
Assessment Instrument ◽  
Data Card ◽  
Assessment Instruments ◽  
Knowledge And Skills ◽  
Curriculum Assessment ◽  
Qualitative Descriptive

The change of KTSP curriculum into 2013 curriculum?é?á lead to changes in the assessment system. With the change in valuation system, teachers should be able to adapt and develop appropriate assessment with the curriculum has changed. In this 2013 curriculum using authentic assessment system that can assess the competence of the three domains, namely the domain of attitudes, knowledge, and skills. The problems revealed in this study are Is authentic assessment instrument in the subjects of mathematics which has been prepared by the teacher in accordance with the characteristics of the curriculum in 2013? Goals to be achieved in this study was to determine the suitability of authentic assessment instrument in the subjects of mathematics that had been developed by teachers with the characteristics of curriculum assessment in 2013, this is a type of qualitative research that uses qualitative descriptive approach. The population in this study is a Primary School in Hyderabad who have applied in the process of learning curriculum was radically 2013, amounting to 12 elementary schools. Samples taken are 5 elementary schools in Semarang by using purposive sampling technique. The data in this study was obtained through the analysis of the research instruments and text data card interview. Based on the analysis of experimental data showed that the instrument of authentic assessment in mathematics is organized by fourth grade teachers from five elementary schools in Semarang 85.2% in accordance with the characteristics of curriculum assessment in 2013, where the authentic assessment instruments assessment covers the realm of attitudes, knowledge, and skills. Therefore it can be concluded that the teacher has been able to make an authentic assessment instrument based on the characteristics of the curriculum in 2013.

Sign in / Sign up

Export Citation Format

Share Document