Prastawa Budi dan Supratomo

1. Ragam Metode Esensial Evaluasi SCL Prastawa Budi dan Supratomo Lembaga Kajian dan Pengembangan Pendidikan (LKPP) Universitas Hasanuddin 2007

2. Tujuan Instruksional Setelah mengikuti materi ini saudara dapat : • Membedakan berbagai ragam evaluasi hasil belajar. • Memilih ragam evaluasi hasil belajar yang sesuai dengan metode SCL.

3. Characteristics of Effective Evaluation & Assessment in Higher Education (Angelo and Cross, 1993) • Focuses on the processes as well as on the products of instruction. • Assesses what we teach – and what we expect students to learn. • Actively involves both teachers and students. • Uses multiple and varied measures. • Provides information for improving learning. • Is carried out at various key points. • Provides useful, timely feedback to those being assessed and those most affected. • Is an intrinsically educational activity – one that reinforces and furthers the teaching and learning goals on which it focuses.

4. Teacher-Centered vs. Learner-Centered(Huba and Freed, 2000) • Teaching and assessing are separate • Assessment is used to monitor learning • Emphasis is on right answers • Desired learning is assessed indirectly through the use of objectively scored tests • Culture is competitive and individualistic • Only students are viewed as learners • Teaching and assessing are intertwined • Assessment is used to promote and diagnose learning • Emphasis is on generating better questions and learning from errors • Desired learning is assessed directly through papers, projects, performances, portfolios, etc. • Culture is cooperative, collaborative, and supportive • Professor and students learn together

5. Evaluasi Evaluasi adalah kegiatan identifikasi untuk melihat apakah suatu program yang telah direncanakan telah tercapai/belum, telah sesuai/tidak. Tujuan Evaluasi (Bauer and Bauer, 2005) For Improvement (Formative) • learning measures • decentralized • most student centered • direct measures • soundest evidence • least public For Accountability (Summative) • performance measures • centralized • least student centered • indirect measures • weakest evidence • most public

6. Learning assessment (Huba and Freed, 2000) • The process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences • The process culminates when assessment results are used to improve subsequent learning

7. Five Principles of Assessment (Woods, 2000) • Assessment is a judgement based on performance – not personalities. • Assessment is a judgement based on evidence, not feelings. Whatever our institution about a student’s abilities, we need evidence. • Assessment should be done for a purpose with clearly definedperformance conditions. • Assessment is a judgement done in the context of published goals, measurable criteria and pertinent, agreed-upon forms of evidence. • Assessment should be based on multidimensional evidence: static and dynamic situations; small assignments and lengthy projects; academic, social and personal contexts; under a variety of performance conditions; formative and summative data and with different persons being the assessors.

8. The Assessment Process (Huba and Freed, 2000) Formulate statements of intended learning outcomes Discuss and use assessment results to improve learning Develop or select assessment measures Create experiences leading to outcomes

9. KULIAH PENILAIAN HASIL BELAJAR MAHASISWA BELAJAR LULUS TES / UJIAN TIDAKLULUS Asesmen yang Umum

10. KULIAH DAN TUTORIAL MAHASISWA BELAJAR KOMPETEN TUGAS SEMINAR PRESENTASI MEMBUAT MODEL Model lain ?

11. Aspek Penilaian

12. Taksonomi Bloom

13. Selecting Learning Assessment Methods (McDonald and Savin-Baden, 2004)

14. Selecting Learning Assessment Methods (lanj.)

15. Selecting Learning Assessment Methods (lanj.)

16. Selecting Learning Assessment Methods (lanj.)

17. Selecting Learning Assessment Methods (lanj.)

18. Selecting Learning Assessment Methods (lanj.)

19. Selecting Learning Assessment Methods (lanj.)

20. Referensi • Bauer, C. and G. Bauer, 2005. Guidelines and Methods for Assessing Student Learning. Institutional Research & Planning, Undergraduate Studies – University of Delaware. • Cross, P., and Angelo, T.,1993. Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass. • Huba, M., & Freed, J., 2000. Learner-centered assessment on college campuses. Needham Heights, MA: Allyn & Bacon. • McDonald, R. and M. Savin-Baden, 2004. Assessment : A Briefing on Assessment in Problem-Based Learning. Learning and Teaching Support Network, The Network Centre, Innovation Close,York Science Park, Heslington York YO10 5ZF. www.ltsn.ac.uk/genericcentre . • Woods, D. (2000) Helping your Students Gain the Most from PBL. In: Tan Oon Seng et al, Problem-Based Learning: Educational Innovation AcrossDisciplines. Singapore: Temasek Centre for Problem-Based Learning.

21. Terima Kasih

22. Lampiran A Creative Thinking Scale Derived From Portfolio Elements Technology Projects* *Sumber : Barak, M and Y. Doppelt, 2000. Using Portfolios to Enhance Creative Thinking. The Journal of Technology Studies.

23. A Creative Thinking Scale Derived From Portfolio Elements Technology Projects(cont…)

24. Contoh : Oral Presentation Checklist

25. Contoh : Oral Presentation Checklist (lanjutan….)

26. Contoh : Oral Presentation Checklist (lanjutan….)

27. Contoh : Team Evaluation