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

CHAPTER I Classroom-Based Assessment AIM MATERIALS TEACHING AND LEARNING ASSESSMENT FEEDBACK Classroom-based assessment is an assessment that can be used by teachers to gather feedback as early and as often as possible for each student

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

THE PURPOSE OF Classroom-Based Assessment Search examination discovery inference

THE FUNCTION OF Classroom-Based Assessment Provide feedback Increase students' motivation Provide student progress reports

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

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

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

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

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

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

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

Types of assessment Achievement Assessment Performance Assessment Alternating Assessment Authentic Assessment Portofolio Assessment

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

CHAPTER III TAXONOMY 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 thd something Psychomotor: oriented motor skills pertinent limbs and actions that require coordination of muscles and nerves

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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