LEARNING OUTCOMES ASSESSMENT OF PHYSICS SUBJECT

1. By : Dra.Hj Zulhelmi M.Pd LEARNING OUTCOMES ASSESSMENT OF PHYSICS SUBJECT • Physical Education Program • DEPARTEMENT OF MATHEMATICS AND SCIENCE EDUCATION • FACULTY OF TRANING AND EDUCATION • RIAU UNIVERSITY • 2013

2. CHAPTER I Classroom-Based Assessment

3. THE Basic OF Classroom-Based Assessment • philosophy • psychology • communication • curriculum • management • Sociology-anthropology • evaluation

4. THE PURPOSEOF Classroom-Based Assessment • Search • examination • discovery • inference

5. THE FUNCTIONOF Classroom-Based Assessment • Provide feedback • Increase students' motivation • Provide student progress reports

6. Measurement and assessment • MEASUREMENT IS GIVING NUMBERS TO AN ATTRIBUTE OR CHARACTERISTIC OF A PERSON, EVENT OR OBJECT BY UNIT RULES OR REGULATIONS OR CERTAIN FORMULAS • THE CHARACTERISTICS OF MEASUREMENT ARE: DESCRIPTIVE QUANTITATIVE OBJECTIVE

7. ASSESSMENT Assessment is a process to make decisions using information that was obtained through either taking the measurements of learning outcomes using test instruments and non-test (cognitive, affective, and psychomotor) • The characteristic are: interpretative qualitative subjective

8. The principles of Classroom-based assessment • INTEGRATION • CBSA • CONTINUITY • COHERENCE • DISCRIMINALITY • WHOLE • PEDAGOGICAL • ACCOUNTABILITY

9. Terms of classroom-based assessment requirements • Valid • Reliable • Objective • Balanced • Distinguish • Normal • Fair • Practical

10. Criteria for selection of assessment tools • learning objectives • learning experience • characteristics of students • learning materials • instructional media • Characteristics of assessment tools

11. CHAPTER IIAssessment in Schools Definition of assessment: Information gathering process as early and as often as possible and make a decision based on the information

12. The Characteristic of assessment • Referring to the competence • Commit the active participation of students • Leads to the continuous assessment • Specific contextual • Provide feedback • Based of good teaching practice

13. Types of assessment • Achievement Assessment • Performance Assessment • Alternating Assessment • Authentic Assessment • Portofolio Assessment

14. type of bill • quiz • oral questions • daily tests • Deuteronomy blog • Practice exams and responsiveness • individual tasks • task group • Practical work report

15. CHAPTER IIITAXONOMY LEARNING OBJECTIVES • Taxonomy: classification Enterprises something prepared and adopted by certain characteristics • Domaian learning objectives • Cognitive: thinking skills oriented to include intellectual ability • Affective: dealing with feelings, emotions, values ​​and attitudes of the heart system which indicates the acceptance / rejection thdsomething • Psychomotor: oriented motor skills pertinent limbs and actions that require coordination of muscles and nerves

16. Cognitive Domains destination • Knowledge: The ability to recall the name, term, ideas, formulas etc. without expecting the ability to use • Comprehension: The ability to understanding / grasp you know about the meaning of the concept / situation or the fact that knowing • Application: ability to use abstraction in that particular situation / concrete. Admittedly abstraction in the form of general ideas, rules, procedures, general or technical manual methods in use. • Analysis: a communication breakdown into elements or parts so that the relative hierarchy of ideas that diimplisitkan be explicit • Synthesis: The placement of the elements together to form a whole such a procedure includes working with small parts, etc. elements and assemble and communicate like putting together a pattern / structure that clearly • Evaluation: Considerations know about the value of materials and methods specific to foment. Admittedly consideration quantitatively or qualitatively

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