1. 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

2. 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

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

4. THE PURPOSE OF Classroom-Based Assessment
Search
examination
discovery
inference

5. THE FUNCTION OF 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 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

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 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

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

17. THANK YOU GOOD LUCK