1. ASSESSMENT OF LEARNING OUTCOMES BY
EDUCATORS
Lecturer :
Dr.Ir. Vina Serevina
Student :
Aris Santoso
Master Program of Physic education
State University Of Jakarta
2014
2. BACKGROUND
“In the process of implementation in the field, there
are various assessments by educators for learners”
3. DESTINATION
Resolving issues found in the field, especially with
regard to permendiknas 2007th. About educational
assessment standards.
In the "Assessment of learning outcomes by
educators" and its solution
Source : Permendiknas No.20 Tahun 2007
4. ASSESSMENT OF LEARNING OUTCOMES BY
EDUCATORS
1. inform syllabus subjects in which includes the
design and assessment criteria at the beginning of
the semester.
2. Development of indicators of achievement basic
competencies and selection of appropriate
assessment techniques when preparing syllabus
subjects
3. Development of assessment instruments and
guidelines in accordance with the shape and the
chosen valuation technique
Source : Permendiknas No.20 Tahun 2007
5. ASSESSMENT OF LEARNING OUTCOMES BY
EDUCATORS
4. Execution of tests, observations, assignments, and
/ or other required forms.
5. Processing of assessment results to determine the
progress of learning outcomes and learning
difficulties learners
6. Returns the results of the work of students with
feedback / comments that educate
Source : Permendiknas No.20 Tahun 2007
6. ASSESSMENT OF LEARNING OUTCOMES BY
EDUCATORS
7. Utilization of assessment results to improve learning.
8. Reporting the results of assessment of subjects at each
end of the semester to the head of the education unit in
the form of the learning achievement of students with a
brief description as a reflection of intact competence
9. Reporting assessment results to teachers of Religious
Education morals and personality assessment results to
teachers Civics used as information for determining the
value of character and personality semester students
categorized as very good, good, or poor.
Source : Permendiknas No.20 Tahun 2007
7. PROBLEM SOLVING
1. With regards to point 4, from self observation in the
field/at school: Public High School 30 Jakarta:
"Implementation of tests, observations, assignments,
and / or other required forms."
In fact the field execution of tests and assignments
certainly do, but the implementation of this observation is
sometimes to make observations on all students it will be
very difficult for teachers where every student has a
different character so that the teachers tend to generalize
his observations to the entire student. except for troubled
students or achievement. And do not look at the specifics
of each student so that the observations made by
education only in moderation.
8. SOLUTION 1:
So that all students can be observed by
educators, in every meeting teaching and learning
activities educators should have prepared for
observation assessment instrument for the general
scope and assessment instruments for some of the
students in each meeting. So that the observations
made on an ongoing basis with the teachers do
students of different targets. So that in this way
educators will be able to observe the whole of the
learner.
9. 2. In connection with the Point 6 , from self
observation in the field/at school: Public High School
30 Jakarta:
"Returns the results of the work of students with
feedback / comments that educate".
In the field events are very rare to find comments by
educators in the works undertaken by learners? for
example in the exercises while teaching activities.
education usually only provide value not
accompanied by descriptive writing / commentary.
11. 3. In connection with point 2 , from self observation in the
field/at school: Public High School 30 Jakarta:
"Development of indicators of achievement basic
kompetencies and selection of appropriate
assessment techniques when preparing syllabus
subjects"
In the implementation of most of the learning activities of
educators only choice each assessment technique
learning materials with Daily Deuteronomy. Such
assessment should not be used for the overall daily tests
but can be in other forms such as a portfolio or project
task.
12. SOLUTION 3
In the process of developing
indicators, educators should perform well in the
preparation of the assessment techniques so that we
are as educators can assess learners with diverse
bills and indirectly have provided additional
competencies to learners
13. REFERENCES
Akhmad sudrajat, 2008. Penilaian hasilbelajar.
http://akhmadsudrajat.files.wordpress.com/2008/08/penil
aian-hasil-belajar.pdf
Alimudin, http://kkg-
srikandi.blogspot.com/2013/09/pengertian-tujuan-dan-
prinsip-penilaian.html
Anas Suditjono, 2009.” Pengantar Evaluasi
Pendidikan, Jakarta : PT Raja Grafindo Persada,
Salim, Peter (1987). The Contemporary English -
Indonesia Dictionary. Jakarta: Modern English Press.
Permendiknas No.20 Tahun 2007
Yulaelawati, Ella. 2004. Kurikulum dan Pembelajaran:
Filosofi, Teori dan Aplikasi. Bandung:Pakar Ray
