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10.vina serevina aris santoso

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10.vina serevina aris santoso

  1. 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. 2. BACKGROUND “In the process of implementation in the field, there are various assessments by educators for learners”
  3. 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. 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. 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. 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. 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. 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. 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.
  10. 10. SOLUTION 2 Learners commented educate while teaching activities so as to provide a positive spirit for students.
  11. 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. 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. 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
  14. 14. Thanks For your Attention

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