Peningkatan Kompetensi Dosen Pembimbing Klinis Dalam Menyusun Soal OSCE (Objective Structered Clinical Examination)

This community service is taken in training form. Training is given to clinical supervisors with the aim of increasing the competence of clinical supervisors for evaluating achivement of clerkship in clinical learning process. The training used a four steps method, i.e: namely: determining the level of competence, compiling disease case scenarios, entering disease case scenarios into the OSCE template, completing information related to OSCE and assessment rubric. Using this method, clinical supervisors are proven to be better at composing OSCE questions. The results of this training, there is 7 OSCE questions had made from 7 departments. A review of these questions resulted in two questions that did not match between the level of assessment with the level of competence; one question that has excess time allocation and 2 questions that have less time allocation. In the future, the preparation of OSCE questions must be carried out routinely by clinical supervisors, so that clinical supervisors are used to preparing OSCE questions. The questions collected need to be revised so that they can be used in the OSCE exam.

The Analysis of University Student’s Critical Thinking in Writing Argumentative Essays in the English Department of UNESA

Background: An argumentative essay is a reflection of students' critical thinking. Writing an argumentative essay means practicing critical thinking.Objective: To describe how critical thinking is reflected in argumentative writing and to find out how students respond in applying critical thinking in an argumentative essay.Methods: This research is descriptive qualitative as a research design. To obtain the data, the instrument used by the researcher was an assessment rubric and a questionnaire.Results: This shows that students' critical thinking skills in argumentative writing are pretty good, and they can solve the problems they face by relying on their critical thinking. In conclusion, most of the students apply their critical thinking in writing argumentatively well.Conclusion: This study found that the argumentative essays written by the research subjects were reasonable based on the scoring rubric used in this study. Students are also able to use their critical thinking in developing an argumentative essay

Psychometric properties of a clinical reasoning assessment rubric for nursing education

Background Clinical reasoning is a vital competency for healthcare providers. In 2014, a clinical reasoning assessment rubric (CRAR) composed of analysis, heuristics, inference, information processing, logic, cognition and meta-cognition subdomains was developed for osteopathy students. Methods This study was conducted to verify the validity and reliability of the CRAR in nursing education. A total of 202 case vignette assessments completed by 68 students were used for exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The Cronbach’s α coefficient of the CRAR was calculated. Results The content validity indices ranged from 0.57 to 1.0. The EFA resulted in three factors: assessment in nursing, nursing diagnosis and planning, and cognition/meta-cognition in nursing. The CFA supported a 3-factor model. The Cronbach’s α coefficient of the CRAR was 0.94. This study confirmed the content validity, construct validity, and reliability of the CRAR. Therefore, the CRAR is a useful rubric for assessing clinical reasoning in nursing students. Conclusions The CRAR is a standardized rubric for assessing clinical reasoning in nurses. This scale will be useful for the development of educational programs for improving clinical reasoning in nursing education.

ASSESSMENT RUBRIC FOR RESEARCH REPORT WRITING: A TOOL FOR SUPERVISION

Purpose – Assessment rubric often lacks rigor and is underutilized. This article reports the effectiveness of the use of several assessment rubrics for a research writing course. Specifically, we examined students’ perceived changes and observed changes in their Chapter 1 thesis writing as assessed by supervisors using an existing departmental rubric and a new task-specific rubric. Methodology – Using action research methodology, two of the authors played active roles as the course supervisors, i.e., the practitioners. Two final year undergraduate students from a communication department (one from each supervisor) participated by writing three drafts of the first chapter of their research: (1) without a rubric, (2) with an existing departmental rubric, and (3) with a revised rubric. We collected artefacts of students’ writing drafts; students’ interviews; and supervisors’ reflections over the course of four months. We employed content analysis to evaluate students’ writing, while thematic analysis to analyze the students’ semi-structured interview and supervisors’ reflections. Findings – The findings suggest substantial improvements between the three drafts of students’ writing. Each student-supervisor pair acknowledged the improvements in the student’s writing after the introduction of the departmental rubric. With the newly revised rubric, they noted additional and more specific improvements especially in the scope of literature searches, problem statements, formulation of research questions, and operational definitions of variables; more generally, they also indicated improvements in the clarity of writing by using examples and providing relevant explanations tailored to the research topics. Significance – With effective scaffolding in supervision, students will regulate their learning and assess the quality of their own research report writing. We demonstrated the importance and benefits of a properly designed and validated rubric tailored to the program and course objectives to help students improve their writing drafts. Collective collaboration and input-sharing from faculty and instructors in developing and improving a rubric specific to the course and program objectives will produce quality assignments, provide constructive learning experiences for students, and achieve better grading for the program and department.

PELAKSANAAN PENILAIAN AUTENTIK DALAM PEMBELAJARAN BAHASA JEPANG DI KELAS X SMK NEGERI 1 SINGARAJA BERBASIS KURIKULUM 2013

The purpose of this paper is to describe the implementation of authentic assessment and assessment instruments used in carrying out authentic assessments in Japanese language learning in class X SMK Negeri 1 Singaraja. Data collection methods used in this study were observation, interviews and document study. Data were analyzed using qualitative descriptive analysis. The subjects used in this study were class X SMK Negeri 1 Singaraja. The object of this research is the implementation and assessment instruments used for the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja. The results showed that the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja includes knowledge assessment using oral test techniques and assignments. Attitude assessment uses observation or observation techniques and attitude assessment journals. Assessment of skills using performance appraisal techniques. The assessment instruments used for the implementation of authentic assessment in Japanese language learning in class X SMK Negeri 1 Singaraja are online RPP, syllabus, knowledge assessment rubric, attitude assessment journal, speaking skills assessment rubric, writing skills assessment rubric and listening skills assessment rubric.

DEVELOPMENT OF ASSESSMENT INSTRUMENTS FOR TEACHERS USED IN ASSESSING HIGH SCHOOL STUDENTS' EXPOSITION WRITING: A SYSTEMATIC FUNCTIONAL APPROACH

This research aims at developing a writing assessment rubric for a exposition text. This rubric is made in accordance with the assessment standard of the current Senior High School curriculum, Kurikulum Tingkat Satuan Pendidikan (KTSP) to be used by the teachers. Based on observations made of two high school English teachers at SMA Negeri 19 Medan , it was found that the assessment of students' writing in class XI was done by simply giving points or grades without any clear criteria. Such assessments tend to be subjective, inaccurate, and are not helpful for students. One way to overcome this is to use an assessment rubric. The development of this rubric was done through 7 stages of development, namely research and information collection, planning, developing premilinary forms of the product, premilinary field testing, main product revision, main field testing, and operational product revision. The development of this rubric is based on 16 students' writing. Analysis of data in this study was conducted by analyzing and assessing students' writing in first and second drafts as well as the results of the first and second questionnaires and interviews. The results show a rubric that can be used by the teacher to score students’ writing.